TCAP-athon!
2013
Practice makes perfect, "they" say -- and there's more than a hint of truth to that old adage.
'Review and reinforcement' is a proven strategy for helping students retain important skills
they might not use every day. Review gives students an opportunity to practice retrieving
and presenting the information that they will need during an assessment. Every time
information is retrieved from the brain it is relearned. Review also increases the number
of associations connected to the information and this improves the chances that the
student will successfully retrieve the information at test time.
For example, a recent study showed that after seven days the amount of information
remembered by participants who did not review was 33 percent, while the amount of
information remembered by those who did review was 83 percent.
Regular 'review and reinforcement' helps solidify those skills, so students can draw on
them readily when test time rolls around. And yet...is there any classroom activity quite as
tedious sounding as 'review and reinforcement?' Review and reinforcement need not be as
tedious as they sound, however.
The trick is to be creative and engaging while still focusing on the standards students are
required to know.
Tips: Offer Immediate Feedback with Those Pesky A, B, C, D Test Questions
If you have an unhealthy supply of multiple choice standardized test prep booklets, that’s okay.
Students do need some exposure to this format — in moderation and with modifications. For
multiple choice practice use "pinch-it" cards which can easily be adapted for multiple choice
test practice. When having students answer multiple choice questions, it's best to give
immediate feedback. Some schools have CPS clicker sets, which can be really fun, but this free
method can be pulled out in a second and used over and over again.
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Directions: Print out the pinch-it cards on the front and back of sheets of card stock and
laminate (optional). Students simply "pinch" their answer, so that you can immediately assess
them. Pinch-it cards also give students the freedom to select an incorrect answer without
embarrassment.
Things to think about: Are the games helping the students produce the
information in the way it is tested? Are the games only promoting low-level
recognition skills?
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Note: While some of the following games may have a particular emphasis in
their description, most of them can be modified to work with nearly any subject.
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STP! Stump the
Professor!
Bank on Me
Math Taboo!
Tweet Math!
Matamoscas!
Pyramid
Bozo Buckets
Punch-a-Bunch!
Millionaire
Skee Ball Review
Scattergories
The Lucky Seven
Math Poker/I Offer
1-2-3-4 Whiteboards
Delete the Verb
Jeopardy
Verb Auction
The Adverb Game
Competitive Sentence
Diagramming
Worth Less!?
Math Whammy
5 in 10
Sink or Swim?
Be an Eggs-pert
Four Corner Review
Connect Four
Face Off with an
Expert!
Graffiti Review
Play Ball!
Speed Writer
Vocab Twister
Down to the Wire
Hopping Hundred
Clue!
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Mystery Points
Ring a Bell!
Leapfrog
Round Robin Post-It
Review
Match the Meaning
Blurt!
Speed Sort
Password
Sparkle
Dictionary Deception
Chain Reaction
Silence
Wheel of Fortune
Last Man Standing
Move Ahead
Deal or No Deal
Silent Speed Ball
Classroom Pictionary
Friendly Feud
Tic-Tac-Toe, What Do
You Know?
Around-the-Room
Review
Will the Winners Lose?
Concentration Review
Game
Detective Spell Check
Game
Speedy Spelling Bee
Spelling Counts!
Question Kickball!
Clue
Transformation
Stretch! Writing WarmUps
Get 20!
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15!
Slapdash
Target 300
Math Function Card
Draw
Backwards Math
Four 4s Challenge
What’s the Number?
Earthquake
Writing Race
Connect 4
Human Tic-Tac-Toe
Brilliant! Buzz!
Hit or Miss
Basic Board Game
Printout
Bounce Back
Bluff
Sixes
Checker Challenge
Walking Flashcards
Relay
AArgh-rithMetic
Divide and Conquer
87. Down with Digits
88. Jumping Jack Flash
89. North, South, East, &
West
90. Trashketball
91. Hoop de Loop
92. Anyone Who?
93. Scholarly Squares
94. Heads Up, 7 Up,
Review!
95. Speed Rounds
96. 1 vs. The Class
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STP! Stump the Professor!
Stump the Professor is a fun way to get students to approach
new/reviewed information in a totally different way that is fun and
challenging. It reverses the roles of the teacher and the students in that it
provides the students with the opportunity to play with their learning and
propose questions about an area being studied and it is the teacher's job
to correctly answer the questions put forth by the students. The goal for
the students is to ask valid questions at different levels on Bloom's
Taxonomy (higher level questions are worth more to the students) and
"stump" the teacher, meaning the teacher does not know the answer.
How to Play:
Step 1: Choose the Curriculum
Select a portion of a book or handout for students to study
and pull questions from. If it is a selection from a textbook,
it should be something that has been previously read and
discussed. This allows all students to feel as though they
can participate fully. The selection should not be more
than 3‐ 4 pages at the most. It should be focused on a
particular area of study.
Step 2: Allow Study/Question Forming Time
Allow students (and teacher) @ 10‐ 15 minutes to study
the selected text. It is important that students write down
their questions properly. They should work with partners
during this time so they can "test" their questions on each
other. The teacher needs to be sure to take this time to
study as well because during the actual challenge portion
of the activity the teacher is not allowed to use the book or
anything else at all to aid themselves. The teacher must
rely on what they know from the text and nothing else.
Step 3: Stump the Professor
Students raise their hands and take turns asking the
teacher questions derived from the selected reading.
Students can keep their books out and continue to use them throughout the activity but the teacher
cannot use the book or any other support tools. The goal is to ask the teacher a question the teacher
does not know the answer to. When a student asks a question, they are rewarded with a classroom ticket
(or some form of classroom monetary reward) of a very small amount just for asking. If the teacher gets
the answer correct, the student gets their reward just for asking and the teacher moves on to the next
student for the next question. If the student asks a question the teacher does not know the answer to, the
students gets their initial small reward for participating as well as a larger reward for successfully
stumping the professor.
Here is a real sample from a fifth grade classroom:
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General Rules:
* 15 minutes to study and develop questions
* Two tickets just for asking a valid question
* Additional ten tickets if the student stumps the teacher with
a "right there" question from the
book.
* Additional 20 tickets if a student asks a question that is a
higher level question which is not "right there" in the text but
requires problem solving or inference.
* If a question is invalid (unclear, confusing, multiple possible
answers) no tickets are given and the student can ask the
question in a different way or choose to have the teacher move
on and come back to them. It is recommended to tell the
student how many other questions will be taken before going
back to them so they have a sense of time and urgency to get it
done.
The teacher chose 4 pages from the science textbook covering an area the class had studied earlier in
the year. The students were given @15 minutes to review the material and write down questions to ask
the teacher. The teacher spent this time studying as well. At the conclusion of the 15 minutes, the teacher
sat in a chair at the front of the room and asked for a volunteer to ask a question.
He selected a student and the student received two tickets for volunteering to ask a question (tickets were
not passed out until that student’s turn was completed). The teacher
gave the correct answer and the student got up to get their two
tickets while the others raised their hands to be selected. The teacher
chose another student and that student asked a higher level question
that the teacher got correct and that student also received two tickets
in all.
A third student was chosen and gave a "right there" question and the
teacher gave an incorrect answer. At this point the teacher has the
right to ask the student to prove that the teacher was wrong with their
answer and the student has to show the teacher where they got the
information for their question and what the correct response should
have been. This is important because students will sometimes claim
an answer is incorrect when they actually misunderstood the answer
or had the wrong answer themselves to start with. In this case, the
student was correct and received a total of 12 tickets.
The game went on like this for @ 20 minutes and the teacher missed a total of 3 questions.
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Note: Do not "take it easy" on the students so they will feel successful just for playing along. Make them
earn it. When they work hard for something, they will enjoy the reward much more. "taking it easy" merely
cheapens the game and it will lose its impact on student learning.
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Bank on Me
Divide the class into teams—ex. number off into four or
five teams. (Try to keep them around 4 or 5 on a
team.) Give a problem or question on the board or
orally and have students work it out on their
paper or answer, or use pinch cards. Check the
first four completed and if they have the right
answer they (the students) will go around and
check the others. The students may not talk to
anyone while waiting to be checked.
Then if a player got it right on the FIRST check,
they get a point for their team. The team with
the most points wins a prize.
Option: Use play money for points, ex. 10 questions
answered correctly for a team=10pts =$10
I Bet…I Can.
Divide students into teams of 2. Each team can bid points on the problem they are about to do.
For example, the teacher might say, "on this problem you may bid up to 100 points".
Have students put the bid on the corner of their own whiteboard/chalkboard/paper and show
it to a team close to them. Then give the whole class the same problem or question. (Pinch
cards can also be used in this game) If they get it right, they add the points bet to their running
total. If they get it wrong, they subtract. Keep a list of team totals on the board.
Variations: Make them alternate which person bets, or have them bet it as a team.
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Math Taboo!
Objective: Have your team guess the word on your card(s) without using
the word itself or the other five words on the card. This helps students
expand “definitions” to actual understandings of concepts.
Materials:
 Timer
 Cards
 Teams
 Score card
The idea of the real game is to get your partner to guess a word by describing without using any
of the five taboo words, which are usually the first words that anyone would go to in a
description. So the obvious math equivalent is to pick a term that you are throwing around in
your class and get students to describe it without using their go-to math descriptors.
Definitions are important, but assuming that those are indicators of deep understanding is, of
course, very problematic, no matter where those definitions come from.
So, this Taboo game serves a two-fold purpose: learning for the students (by forcing them to
think deeply about a mathematical concept; by having them trade in math jargon for
conceptual understanding; and by hearing classmates describe something in
more accessible vernacular) and learning for the instructor (by seeing how well students
actually understand a concept; and by seeing what language students use to talk math in the
hopes that the instructor’s mathematical narrative can better reflect theirs in the future).
Prior to Playing Game Practice: With the word to guess already known to everyone, and give
students a chance to take a stab at verbalizing a definition without using the taboo words, one
at a time until you get an acceptable description.
How to Play:
1. Divide students into two equal teams.
2. Team 1 will pick one player to be the “Clue-Giver .” Team 2 will pick one player to be the
“Monitor.”
3. The Clue-Giver from Team 1 will try to get his/her team to guess the word at the top of the
card without showing the card to the team.
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Note: Clue-Givers may not say part of the word, say any of the words below the line on the
card, use gestures, sound effects, or say “sounds like” or “rhymes with.”
4. The Monitor from Team 2 will make sure Player 1 does not say any of the words on the card
(or part of the words), use hand gestures or sound effects, or say “sounds like” or “rhymes
with.” If the monitor catches the Clue-Giver breaking one of the rules, the Clue-Giver must
place the card in the “Penalty” pile.
5. Once Team 1 has correctly guessed the word, the Clue-Giver will place the card in the
“Correct” pile and continue on to the next card.
6. The Clue-Giver can pass a card at any time, but must place the card in the Penalty pile.
7. Once time is up the Clue -Giver will add points for every card in the Correct pile and subtract
points for every card in the Penalty pile.
8. Team 2 will repeat the same process.
9. The game ends once everyone has had a chance to be a Clue Giver. The team with the most
points wins.
Math Taboo Score Card: Make tally marks for each point scored. The
team with the most points at the end of the game wins.
Pre-Made Math Taboo Card Resources:

Elementary (download pdf of 105+ word cards and instructions
for $3): http://www.teacherspayteachers.com/Product/MathTaboo

Algebra Taboo Cards (FREE) a total of 126 cards (63 double sides):
http://rootsoftheequation.wordpress.com/2012/06/01/algebrataboo/
Alternative game: Tweet Math!
(or any other review terms or subjects will work too)
In how few words can you express this definition?
The idea is to start out with a long definition from a math textbook and see
how few words you can use to express the same idea. Twitter forces people
to think about what is the core of their idea, which leads to this exercise.
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This could be done competitively (give groups 5 minutes to brainstorm), or you could do it
countdown style, trying to lower the number of words by one each time. This could get
students to really consider what is important about a mathematical concept and to get them to
realize that the thing itself is more important the words you use to express it.
Matamoscas!
[aka. Kill the flies, or in French this game is called Mâcher le
moustique]. In this review game, students race to the board
to swat the answers to questions posed by
their teacher.
The game can be adapted for all
subjects in part because all kinds
of answers can be used -numbers, shapes, and so on.
The game can also be applied at all levels by
adjusting the number of questions and answers,
their difficulty, the degree of similarity between
them.

For example: There are three types of verbs in English grammar – action verbs, linking verbs,
and helping verbs. Write these three types of verbs on the board and have one student from
each team come up to take their turn. Read a sentence out loud, and ask them to SWAT which
kind of verb is featured in the sentence. The first to “swat” the correct answer wins! You can
play this game for different kinds of adjectives, nouns, articles, and other grammatical
elements.
Materials:

Two Fly Swatters
1. Divide the group into two teams.
2. Prior to the beginning of the game have all of the answers you are going to use written up on the
board [scattered randomly across your board]. The number of questions will vary according to your
preferences and the grade level. You might begin with ten questions and answers, use them, and
then start over with a new set of ten, and so on. Write the answers in random order on the
whiteboard.
3. Choose one student from each team to come up to the front of the room and stand in front of the
board with their fly swatters.
4. When you are ready to play, divide the students into two teams in lines. Read a question from your
list. At your signal, the two students who are first in their lines run to the chalkboard and swat
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what they believe is the answer to the question. Each player must swat only one answer, and the
first player to swat the correct answer earns a point for his team and erases the answer off the
board. Note: Only one swat is allowed per player, so if one player hits an incorrect answer, the
other player can take his/her time selecting an answer.
5. If neither student chooses the correct answer, read the question again for the next students in line.
6. The students go back to their group and choose a new player to go up to the front.
7. The team with the most points at the completion of the game is the winner.
Variations
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Add to the challenge of this game by reusing some answers!
When a student is the first to find a correct answer, you may require him or her to explain why it
is the appropriate response before a point is awarded, or you could award a second point for an
accurate explanation of the proper answer.
Desktop partner version:
Students pair up and place their desks facing each other. The paper with the pictures is placed in
the middle. When the teacher says the word, students put their finger (or a sponge paintbrush)
on the correct answer. Some teachers give them each a different color crayon or marker to mark
the answer. The first student gets a point. If they don’t agree who got there first, neither gets a
point. The advantage is that all students are on-task for every item.
Grab-it (a variation with no fly-swatter)
Use flashcards of vocabulary laid out on the board or between pairs at desks. You call out the
question, ex. vocab item. First student to touch/grab/hit/snatch the correct card gets to take it.
In case of a tie (or an argument over who was first), the card is set aside—nobody gets it.
Student or team with the most cards at the end wins.
Pose difficult questions that the students can discuss as a team, with one member of each team
in turn racing to "swat" the correct answer.
Pyramid
Study buddies will have more fun with this partner game. Write a
number from 1 to 6 on six index cards and a word related to your
topic on the other side. For example, for “The Solar System,” label
each card with a different planet. Sequence the cards to form a
pyramid on the board, with card 1 at the top, 2 and 3 in the
middle, and 4, 5, and 6 at the bottom. Then pair up students and
assign three pairs to a team. Have the first pair on Team 1 select a card
by number. Then one player reads the card silently and gives his or her
partner clues about the word or phrase. If the partner answers correctly
in three or fewer tries, the team earns one point. If not, the correct answer is revealed and no
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point is earned. Then the first pair on Team 2 takes a turn. Teams take turns, with a different
pair giving clues and answers until all cards have been used. Teams add and compare their
points at the end of the game.
Bozo Buckets
Bozo Buckets works very well as a review game. If you've never heard of it this is what it is--First
separate the class into two teams. Have a bucket and a large/medium sized soft ball. Set up point strips
about a foot apart going away from the bucket (100, 500 pts, 400, ...). Call a member from one team up
to the bucket. They choose how many points they are playing for. Ask the student a question, if they get
the answer right they shoot for the bucket and earn/don’t earn points depending on if they make the
bucket. Vary the game to fit your needs. It works great for Academic Vocabulary review or any other
subject.
Punch-a-Bunch!
Make your own punch-a-bunch board
for your students. Use thick paper bowls
or cups, 2 layers of tissue paper, and
tape. Tape the bowls to a science
display board or trifold.
Divide class into teams. Send up a
contestant from one team.
The contestant must answer the review
question correctly to earn punches on
the punchboard.
Dollar amounts in the punched holes
are revealed, with the contestant having
the option of taking the dollar amount
(points for their team) or giving it back
to accept the dollar amount in the next punched hole. The top prize is $25,000.
For alternate construction methods go to:
 http://blog.celebratethebigandsmall.com/2011/09/29/all-about-thepackaging-candy-button-punch-box-tutorial/
 Or, http://shannonmakesstuff.blogspot.com/2011/04/punchboxgame-idea.html
Millionaire
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In “Millionaire,” kids have to keep answering questions correctly to win. To play, create a question bank
in which four answers are provided for each question (with only one correct). Then write a point scale
on the board. To play, read a question to the first player on Team 1. If he or she chooses the correct
answer, the team is awarded the first level of points. If the player is unsure, he or she may use a
“lifeline.” In a “Team Survey,” team members vote on the answer they think is correct. In “50/50,”
reveal two incorrect answers. In “Ask a Teammate,” the player selects one teammate to help choose the
answer. Each lifeline can be used only once by the team during that round of play. Players take turns
answering questions. If incorrect, the team’s turn ends and it receives the last point value earned. Then
the next team takes a turn.
Skee Ball Review
Materials:
 Cheap tubs or buckets: Ex. the red, white, and blue
tubs in the picture came from Dollar Tree.
 Numbered labels glued onto clothespins.
Wala! Just clip the pins to the tubs and play SkeeBall review
to your heart's content!
Make 2 or more sets and use them relay team style.
Skee Ball...Any skill, vocab, etc.... divide class into teams. Teams
answer questions on dry erase boards, then one person from each
team tosses the ping pong ball or button to find out what they
scored. Or you could do it vice-versa....
At the end of each round teams will total their point value using
white boards.
Find sets of round polka dot printable numbers here:
http://www.technologyrocksseriously.com/2012/06/round-polkadot-numbers.html If you click on the Download button located at
the bottom of the big copy of any printable it should immediately
download for you!
Variation:
To make this style target, use 2-inch-wide poster board rings, ex. at a ratio of
28, 21, 17, and 8 inches long, secured at the seams with double-sided tape.
Attach printed point values (or simply write them on)and assemble the rings
as shown.
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Scattergories
Class Size: Large (play in teams), Small (students play as individuals)
Materials:

Prepared list of categories

Paper

Pencils
The actual Scattergories game is played by each player creating a list of words that all begin with the same
letter for category given. For example if the category is Fruit and the letter is "M" each player has 3 minutes
to make their own list of fruit that begins with "M" such as: mango, mandarin orange, mangosteen, melon.
After 3 minutes all players compare their list, only unique answers score points, answers that are duplicates
of another players don't get points.
However, this game has endless possible variations and can be used to review and determine students’
knowledge about many topics and lead into discussion. Math: problems that have the answer 2. Geography:
mountain ranges in the eastern united states. History: Wars that the US has fought.
Scattergories in Classroom: Scattergories in its original form is a great classroom game but can also be
expanded. Rather than restrict the answers for each category to begin with only one letter, let the students
list words that relate to the given category regardless of the letter they start with. Using the same example
Fruit, students can list apple, banana, orange... whatever.
Group Formation: For the large classes, when dividing the students into teams for group work, I find it best to
first identify which students have the highest level of academic undestanding and make sure there is one of
them in every group, otherwise the teams will be lopsided and there will be some students inevitably left out
of the learning process.
1 Have the students pick their own team names (they love this and its always funny for the teacher) and
decide who will do the writing. If the students are hemming and hawing over who the writer will be, Rock,
Paper, Scissors always does the trick. Write the team names on the board to keep track of points.
2 Write a category on the board & do an example with the class. I like to call 2 or 3 students up to the board
for this, so the entire class can see and understand how your version of the Scattergories game is played.
3 Let them know that correct spelling counts!
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4 Announce the category and write it on the board. Give the students 3-5 minutes to create their list of
answers.
5 Make sure they put their pencils down. Compare answers and give 1 point for each unique answer. If a
child was the only one to think of the word have them circle it and add a star on the chart next to the word.
6 Repeat steps 4 & 5.
*Sometimes it¡¯s fun to have the last question be worth more points.
*** Leave yourself a few minutes at the end of class to tally the points and let students bask in the glory of
winning.
Variation: Scattergories Categories
Players are given a word that describes a category (ex. Minerals)– it is then up to the players to come up with
words that start with each of the letters in the original describing word – a deeper level of play. The fun
begins when the timer starts, and you’ve got 2 minutes to think of something that will (1) fit into the
category, (2) start with the correct letter, (3) be unique (in that no one else will write it as their own).
Example—Carnival: C = cotton candy, A = acrobats, R = rats, etc. This can get very creative and you’ll get
answers you would’ve never expected.
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Subjec
t:
Subjec
t:
Subjec
t:
Subjec
t:
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"The Lucky Seven"
For this game have students work on their personal
whiteboards or sheets of paper but allow them to
discuss with their partners their solutions, questions
they might have over a certain problem, etc. before
you ask for one of the team members to display
answers.
If students answer a question correctly they will get
to select one of the cards from the game board.
Cards have a variety of outcomes such as; Add 3 to
your score, Add 5 to your score, Subtract 4 from your
score, Subtract 3 from another teams score, Double
your score, Cut your score in half, etc., enough for
about 28 cards.
Math Poker/I Offer
Looking for something easy yet fun to do in math class? Math Poker is an activity that takes little to no
preparation. Students love to play and it is a great use of class time!
Get math problems to review, ex. from student’s textbooks or flashcards for the game. All the students
need is a piece of paper divided into three columns. The first column is labeled "Bets" or “Offerings”.
The middle column is labeled "Show me the Math". The third column is labeled "Total Earnings".
Students start the activity with $100. They must make a bet of at least $1, and can not place a bet/offer
for more money than what they have in their account. Ask students to place their bet/offer before you
place the problem up on the board or projector to view.
Students must show their work in the middle column. If they get the answer correct, they double their
bet/offer and add it to their total earnings.
If they miss the problem the student must subtract the bet/offer from their previous total. If students
run out of money, they come to the front of the class to earn $10. You might ask them to give you a
math formula, or solve a problem to earn the money.
At the end of the game, students with the most money wins. The great part about this activity is that
whether they win or lose, every student gets a nice review of the material that will be on the test!
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1-2-3-4 Whiteboards
Have 6 rows of students, ex. There are 4 students in each row. Each row is a team (6 teams of 4
students). The first person in each row is #1, the second #2 etc.
Give a vocabulary word, math problem, or review question and everyone writes the answer on their
whiteboard, chalkboard, or sheet of paper.
Roll the die and call out the number (in my class only 1-4). If I call "2", the 2s from each team hold up
their whiteboards and get a point if it's right. If one row has only 3 students, the students take turns
being #4.
Delete the Verb
You can use this game to have students practice any tense they are learning. It's good for younger
students and older. If you are practicing past tenses, write the past and present tenses of five verbs on
the board in random places. Have two students, from different teams, come to the board and give each
an eraser. Say a sentence such as "Yesterday I went to school; today I blank to school." The students
have to race to erase the present tense of "went;" "go." Mix up the tenses of the sentences and write
new verbs when there are only a few left.
Jeopardy
Using the format of the famous TV show "Jeopardy" is a good way to practice many tenses. Across the
top of the white board write five titles, such as Places, Foods, Movies, Sports and Homework. Under
each title, write point values from 100 to 500. If the student chooses 100, he must say a sentence
relating to the title, using the present tense. If he chooses 200, he must use the past, and so on. You can
choose the appropriate tenses. For example, if the student chooses Sports for 200, he could say,
"Yesterday I played baseball." The difficulty of the sentence depends on the student's level. The winning
team chooses the category.
Classroom Jeopardy
Use Jeopardy to review concepts for a test, or just to do informal assessment of student knowledge
about any given topic.
Materials:

Questions printed out landscape, bold and large on 81/2 x 11 paper.

Jeopardy category board (spaces for 5 questions per category, and 5 or 6 categories) and
placards to cover the questions with the point values of 100, 200, 300, 400, and 500 points.

A scorekeeper (can be a student).
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1. Divide class into groups. One method is to group them according to the rows they sit in.
2. Review the rules.
3. Alternate which row gets to start each time we play as change the rotation of questions each time as
well. For example, the row in the front right corner may get to go first and we rotate clockwise this time
we play, when last time it was the second to the last row on the left and we rotated counter
clockwise…). The group that starts picks their first question.
4. The team that picks the question is the only team allowed to whisper while contemplating the
answer. The other groups wait to see if the question is answered right or wrong. I am the timekeeper
(the time varies according to the difficulty of the question).
5. If the answer given is right, the team that picked the question gets the points and we go on to the
next team. If the team gets it wrong, then they get negative points (this prevents teams from starting at
500 and working up) and the next team in line may steal the question. If they get it right, they get the
points. They also get their normal turn in line to pick a question. If the second team in line gets it
wrong, they do not loose any points (because they did not pick the question) and the question gets
passed to the third team in line. If that third team gets it right, they get the points, but the second team
in line still gets to pick their question next.
5. I generally have six categories of five questions each and rarely finish revealing all the placards at the
end of a two hour block day. This is because we spend copious time after each question reviewing and
clarifying concepts they are sure to see on the test.
6. FINAL JEOPARDY: Teams select their spokesman to take the seat at the front of the room. Teacher will
give the category, then the team will wager the points (have them write it on a piece of paper IN PEN or
on a small personal-sized whiteboard). They can wager up to the amount their team has earned in the
game. Read the question and then have the class hum the Final Jeopardy song if you want, as the team
rep writes their answer, and turns their paper over. Starting with the team with the lowest points, have
each team announce their wager and their answer, and tally their final points. If they answer correctly,
they get the points; if they don't, they lose the points.
Jeopardy Rules
1. The purpose of this activity is to review for the test and for students to leave here feeling
confident they know the materials.
2. Don’t waste our time debating with the teacher. The more time we waste, the fewer questions
you’ll get to see. Argue with the teacher = lose points.
3. No put downs. Even if you don’t mean it, phrases like “that’s so easy” or “I can’t believe they
got that one wrong” said under your breath can leave someone feeling defeated. Put downs =
lose points.
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4. No talking when it’s not your team’s turn. When your team has the question, you may whisper
with each other. If your team is waiting to steal, write notes back and forth but don’t talk.
When the noise level goes up, people can’t hear the questions and answers and therefore can’t
review. Talk when it’s not your team’s turn = lose points.
Verb Auction
Develop a list of sentences based on your students’ grades,
standards, and skill levels. This game can be
used to practice any grammar skill that your
students need to hone up on and they’ll have fun
doing it.
Divide the class into pairs. Each pair will be
given a list of auction items, which are
sentences that use the needed
grammar skill [ex. past tense,
present tense, or future tense] and
an imaginary amount of money,
represented on paper or by play
money. The auction list should
include a 50/50 ratio of correct
and incorrect sentences.
After the students review the
auction list, begin the auction. Pairs
will bid on each sentence based on
whether or not they think it is correct.
A correct sentence means you get your
money back; an incorrect sentence means you
lose your money.
Students must keep track of their remaining funds
[subtracting as they go]. Have students check
answers and count up the money after all the
sentences are auctioned off. The pair with the most
money at the finish wins the game.
Variations:
Hold grammar auctions where students bid for the right to say whether a sentence is right or wrong
21
and/ or correct it, doubling the money they bid if they are right and losing that money if they are wrong)
make correcting errors fun. Unfortunately, the popularity of this style of activity can mean they are
somewhat overused and that your class might well have done exactly that same game with their last
teacher. There can also be problems with the game as it is usually played, such as teams who win at the
beginning of the game being able to dominate it or some slower or less confident teams not taking part
at all. For these reasons, there are 15 classroom tested variations below:
1. Infinite grammar auction
Rather than being limited in their bids to the amount of money they have (in the usual version the
teacher writes an amount of money such as a million dollars on the board by each team name at the
beginning of the game and then changes that as they win and lose money), the teams can bid as much
as they like and the teacher keeps tally only of how much money they are up or down. This variation is
good for large numbers practice, for adding amusement by the ridiculously large amounts being bid and
for making sure teams aren’t left out by losing all their money early on. The danger with this version is
that for an easy question the bidding might never stop, so make sure you stick in some trick questions
fairly early on in the game to make them a little cautious.
2. Reset grammar auction
Another way of making sure one team doesn’t dominate or get left out is to stop the game after a
certain number of questions (perhaps five or ten), “save” the money they have at that point, and then
give each team an equal amount of money to bid with from then on. This can be repeated three or four
times, and then all the saved amounts added together for their final score.
3. Limited bids auction
A third way to stop a team with the most money just outbidding the other teams all the time is to set a
limit on how much the bids can be raised each time, similar to limits in a poker game.
4. Sealed bids grammar auction
Rather than openly bidding against each other, the teams write down how much they want to bid
somewhere secret (you can ask them to write it out in words if that is useful numbers practice), and
then read them out to see who bid the most.
5. Take turns auction
This variation can be planned, or improvised if there are students who are too cautious to bid. Rather
than bidding against each other, teams take turns being given a question and bidding (actually more like
betting) as much or as little as they like on that question. Alternatively, they can choose which question
they want to try and how much money they want to stake on being right about it.
6. Poker bidding auction
This is a variation on Take Turns Auction above. After one team bids for a sentence, the team on their
left has the chance to bid higher or not bid. If they bid higher, bidding passes to the next team and
continues round. If any team doesn’t bid, the previous team (the team on the right, the last ones who
bid) gets the chance to say whether the sentence is right or wrong and/ or to correct it.
7. Double or quits error correction
In this simple variation, once a team has doubled their money by correctly saying that a sentence is
wrong, they have the chance to double their money again by correcting it. Alternatively, they can just
keep the money they have already won and the teacher will elicit the correction from the whole class.
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8. Double or quits chicken
One team says whether the first sentence is correct or not and/ or makes any necessary corrections,
doubling their money if they are correct. They then have the chance to just keep their money, or risk it
all for the sake of doubling it on the next sentence. The same team can continue risking all that money in
order to keep doubling it for as many questions in a row as they like, until they are sure the next
sentence is too difficult or lose their nerve. Play then passes to the next team.
9. Grammar etc auction
Rather than saying whether a sentence is wrong or not, students have to identify which of two different
categories the next sentence is in, e.g. “Is the request impolite or a grammar mistake?” or “Is the word
or expression a false friend or doesn’t it exist in English at all?”
10. Grammar roulette
Rather than only one team winning the right to answer a question, each team can bet as much of their
money as they like on whether a sentence has a grammar mistake or not (similar to red or black in
roulette). They then double whatever they bet or lose it.
11. Test each other grammar auction
Students make up the sentences to be used in the game or select sentences from the textbook and add
errors to them. They can then act as auctioneers while all the other teams bid.
12. Test each other grammar auction 2
Another way in which students can challenge each other is in putting a price on each sentence they have
depending on how easy or difficult they think it is to correct or spot the error in. They can be asked to do
this having been given the answer key or without it. The other team or teams can then decide which
sentences they think are worth the price. To do this variation you will need different lists of sentences
for each team.
13. Bids and hints
After buying the right to correct a sentence, the team can decide to buy a hint (e.g. “It’s the wrong
tense”, “It’s a spelling mistake” or “It’s a trick question”) before they make their attempt. Money paid
for hints is not refundable.
14. Playing cards grammar auction
Deal out 10 normal playing cards face down to each team at the beginning of the game. This can be
done at random, or so that each team has the same selection of values. The students then bid using
their cards, e.g. if the highest card put down for one round is a Jack, then that team have bought the
right to say whether then sentence has a mistake in it or not.
15. Grammar auction board game
Teams bid a number of squares on a board game, and go forward or back that many squares depending
on whether they got it right or wrong. As you can quickly run out of squares, either limit bidding to six or
have a board game they can go round and round and make the winner the team which makes the most
circuits.
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24
The Adverb Game
This grammar game never gets old. It works in ESL classrooms, elementary school classrooms, and
college classrooms, and it's always a total hoot. This game focuses on adverbs that describe the manner
in which something is done. It does not work for adverbs that tell time or location.
Here are the steps:
1. One student volunteers to leave the room.
2. The student chooses a manner adverb. For example: quickly.
3. The student returns to the classroom and the other students give this student orders such as, "Walk
around the room." or "Stand up." or "Shut the door."
4. The person who has chosen the adverb has to follow his classmate's orders in the manner of his
chosen adverb. (He must walk around the roomquickly.)
5. After the student has been given at least three orders, his classmates can guess his adverb.
Possible adverbs to use: quickly, slowly, angrily, happily, quietly, loudly, strongly, sheepishly, calmly,
lazily, sleepily, fearfully, silently, painfully, seriously, dramatically, gracefully, stiffly, jerkily, sloppily
Competitive Sentence Diagramming
Most students love a chance to get up to the whiteboard and show
their skills. After teaching students some basic sentence
diagramming, have them split up into teams. Write a sentence on
the whiteboard. Students then work as a team to diagram the
sentence. Teams earn points based on the accuracy of their diagram and
the amount of time that it took them to complete the diagram.
One teacher who teaches middle school English had this to say about
competitive sentence diagramming: "I have discovered that students LOVE to
compete at sentence diagramming - even if they are not very good at it." He even started a
sentence diagramming club, The Competitive Sentence Diagramming Club, since the kids loved it so
much. Another teacher commented, “The yearly goal of my eighth grade English class was to diagram
the first paragraph of the Declaration of Independence which, as you know, is actually one sentence.
They loved it, and each year, in June, the completed diagram wrapped around my classroom walls.”
Diagramming is very visual, and things fit together where they should. It really is a helpful tool for
students to use in learning complete, correct and smooth sentence structures. It’s also fun. You give the
students a sentence, and they compete to be the first with a correctly completed diagram. Have your
students compete in teams or individually. Start off with easy sentences and build up to complex ones
25
Variations:

Each team starts off with 100 points and get deductions for errors. The team with the most
points after deductions wins.

Hold diagramming sentence relay races
Teams
Split the class up into two or more teams. Give each team a place at the whiteboard. Write a sentence
on the board, and have all of the teams begin at the same time. Only one student per team can be
writing on the board at a time. The first team to finish with a correct diagram wins.
Individually
You can also make this an individual activity. Have all of the students take out a sheet of paper and copy
the sentence that you write on the board. The first student who has successfully completed the diagram
wins.
What Sentences Should You Give Your Students?
Be sure that the sentences you give are appropriate to the students' level of understanding.
If you are stumped about how to come up with sentences for your students to diagram, start with a
basic sentence and add layers.
Here is an example of adding layers to a sentence until the sentence is appropriate for your class.
1. The dogs howled.
This is short and sweet.
2. The five black dogs howled loudly.
This time, I added some adjectives and adverbs.
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3. Good grief! The five black and white dogs around the corner howled loudly throughout the night.
Now, I added an interjection, a conjunction, and two prepositional phrases.
4. Good grief! My neighbor and I hate it when the five black and white dogs around the corner howl
loudly throughout the night and into the day.
Now we have a complex sentence. It is comprised of an independent clause and a dependent clause.
Give diagramming a shot in your classroom. Your students will thank you for it!
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Worth Less!?
One really fun game that works for reviewing any subject is to divide the class in two teams & assign
crazy point values to each question. For example, make 2 matching sets of point cards, such as 5 pts, 79
pts, 1000 pts, 2 pts, 500 pts, etc for each team. Then scramble each set of cards before starting the
game, team #1 's first correct answer might be worth 79 pts, team #2's question might be worth 1000.
Have a score keeper write the points earned on the board. Students have a lot of fun adding up the total
points at the end of the game.
Math Whammy
a review game created by Heather Hart
All you need is a Whammy Game Board, and a set of dice labeled 1-6, and A thru F.
You will also need lots of random items to use for prizes when you play. You will notice on the game
board that the game calls for prizes of pencils, pens, papers, stickers, surprises, etc. Just use the old
pencils and pens or random items left behind in your classroom, paper that you want to recycle, real
pennies, paper clips, and any fun things you randomly have as prizes.
Divide your class up into teams made up of 3-4 students each. Put review problems on the board and
students work together in their group to solve. All students are to work out the problem and agree on
an answer before one of the team members comes to your desk. They take turns doing this.
If correct, the students roll the dice for prizes. Prizes are saved until the end of class in case a team has
to return a prize. If their answer is wrong, they have to give one of their prizes back- and they get to
choose which one to give back. The fun thing about this game is that if a person lands on Whammy, the
team has to give all of the prizes back that their team has accumulated throughout the class. There are
lots of "Whammys" on the board, so there is lots of risk involved. When they land on Prize, they get to
select any prize that I have put out. Lots of fun for everyone- and a great chance to review for tests.
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Math Whammy!
A
1 Pencil
B
C
D
E
Paper
Paper
Sticker
Whammy Penny
Pencil
Pen
Penny
2 Whammy Surprise
3 Sticker
F
Pen
Whammy Surprise Whammy Whammy Pencil
4 Whammy Paper
Prize
Surprise
Prize
Whammy
5 Surprise
Prize
Paper
Penny
Paper
Sticker
6 Penny
Whammy Surprise Pencil
Sticker
Pencil
Math Whammy!
A
1 Pencil
B
C
D
E
Paper
Paper
Sticker
Whammy Penny
Pencil
Pen
Penny
2 Whammy Surprise
3 Sticker
F
Pen
Whammy Surprise Whammy Whammy Pencil
4 Whammy Paper
Prize
Surprise
Prize
Whammy
5 Surprise
Prize
Paper
Penny
Paper
Sticker
6 Penny
Whammy Surprise Pencil
Sticker
Pencil
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5 in 10
Divide the class into teams, and have one person from each team stand in the front of the class/others
by the board. The questioning team, or teacher, comes up with a category, ex. Name 5 Adjectives. The
person from each team then has 10 seconds to list 5 of Whatever Was Chosen on the board, or orally, as
decided by the teacher. It works for most subjects as review.
Sink or Swim?
Have students form two teams and line up in two lines across the room
facing each other. Ask someone on team 1 a question, if they get it right
they may “sink” someone on team 2.
Then I go to someone on team 2, if they answer their question right they may
either sink someone on team 1 or rescue their "sunken" team member. The
kids really love this game. The winning team is the team with the most
people still standing.
Be an EGGS-pert'
Questions are on slips of paper placed in the
small plastic Easter eggs, as a team
answers correctly they place their
egg in their egg carton, first
team to get a dozen are the
EGGS-perts; especially good as a test review.
Four Corner Review
Multiple choice review questions are center stage in this activity that can be used to review any subject
matter, any skill. This lesson is an active one; it involves students in moving around the classroom.
Materials Needed

mural paper or poster board

markers

index cards (see instructions for labeling in Lesson Plan section below)
Before the Lesson
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
Create four large signs. On one sign, write a large letter A. Write a large letter Bon the second
sign; a C on the third sign; and a D on the fourth. Post one of the signs in each corner of your
classroom.

Obtain one index cards for every student in the class. Write the word Player on about threefourths of the cards; write the word Fibber on the remaining cards.

Prepare in advance at least 25 multiple-choice questions relating to a unit or skill students have
been studying. All questions should have four possible answers A, B, C, or D.
This game can be used for a variety of curriculum areas and subjects. Following are some examples:

In math class, provide calculations or word problems for students to solve; they can solve the
problems in their math journals/notebooks.

In language arts class, the game easily can be adapted to reading content, vocabulary, or
grammar. (For grammar, you will probably want to prepare transparencies using an overhead
projector; the text might be divided into four lines -- lines a, b, c, and d). Students will identify
the line in which they spot the grammar error you have "planted.")

In other subject areas, the game can be adapted to review content, concepts, and/or
vocabulary.

The game can also be used to build standardized test-taking skills.
The Lesson
To begin the lesson, place one of the index cards face down on each student's desk. Instruct students to
look at their cards privately to find out if their role in the game is that of a Player or a Fibber. Tell
students to not reveal their roles to their classmates.
Run through a couple of practice questions before beginning the game. Pose the first question and four
possible responses. Ask students which response they think is the correct one. Have students who think
the correct answer is A stand by the A sign. Students who think the correct answer is B, C, or D gather
near their respective signs.
Here's the catch! Students who hold the Player cards go to their appropriate corners while students who
hold the Fibber cards are free to go to any corner. The Fibber's movements are intended to throw off
the other students. Perhaps some of the brightest students are Fibbers and some players will be
tempted to follow those students to the wrong corners. Doing this encourages students to think for
themselves, not just follow the flock.
When all students have taken their corners, reveal the correct answer to the question. Ask students who
chose the correct answer to explain why they selected that answer. Then you're ready to pose the next
question
31
Connect Four
Using the traditional game frame and chips:
There is a black team and a red team. If they answer a question correct you get to put a checker into a
slot, but they have to build from the bottom up just like in connect four and must get four in a row to
win.
Face Off with an Expert!
Make out a series of notecards ahead of time with a math problem on the front, and the answer for the
problem on the back. You should have enough for each student to have a card. The only other thing you
need to do is set up your classroom with a row of desks facing another row of desks to create a section.
Give each student a card. They should answer the card on a separate sheet of paper and then check
their answer with the correct answer on the back of the card. If they need help, they can ask for it from
the teacher, or students can look up how to solve the problem. Basically, they need to become the
"expert" for their card, and be able to explain how to solve it to another student.
Once this first step of the game is complete, the fun begins for the students, and you the teacher can
watch! Students sitting across from each other will solve each other's math card. If they need help the
"expert" student helps out.
After a few minutes, call for half of students in the section to move. To do this in an organized fashion,
half of the section stays put (i.e. the kids facing the door), and the other half of the student section
moves over one desk (i.e. the students facing the window).
Tip: You can have one section of students move to another section in order to allow students to move
completely around the room and gets lots of questions reviewed.
Students take their question with them that they are the expert on. The whole process repeats with
each other solving the other student's card. At the end of the class period, the students will be an expert
on their review question as well as a few others. Students should also have gotten lots of practice on
other review questions with help from the "expert" sitting across from them.
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Graffiti Review
Generally use it before a big test/exam as you need
topics/words that are not too specific. Take several words
or topics from your unit or material, eg. Noun,
adjective, verb, galaxy, American Revolution.
Write each one in the middle of a piece of
chart paper. Spread the chart papers around
the room (wall, desks or floor). Give each student
or group of students a marker (different
colours if you can). Each student/group starts
at one chart paper. When you say "go" they
have to start writing down everything they
know/can remember about the word or
topic. Use a timer, and call "switch" after
whatever interval you decide to use (30 sec.,
1 min., 2 min. etc. it depends on the topics and
the class). At "switch" they must rotate to the
next paper. When all students/groups have
written on each paper, collect them. One at a time, put them up
on the board, as a class read through what has been written, and correct any inaccurate information or
mention any important information that has been missed.
Brainstorm Race: Brainstorm Race is a good game for several teams of four or five students. Give each
team a way to record answers, whether they use a flip chart, white board, or whatever.
Announce a topic to be covered on the test and allow the teams 30 seconds to write down as many
ideas concerning the topic as they can come up with...without speaking!
Compare lists. The team with the most ideas wins a point. Depending on your setting, you can review
each topic immediately and then go on to the next topic, or play the entire game and recap afterward.
Play Ball!
The rules of baseball are adapted in this lesson that provides review practice for students. In this indoor
or outdoor activity, students advance the bases as they give correct answers to review questions. With a
little creativity, the lesson can be adapted to almost any subject or skill.
Materials Needed

bases (if you don’t have space outside, you can play indoors and four student desks might be
arranged to create four "bases")

quiz questions prepared in advance
33
Before the Lesson
Prepare a long list of questions that provide math practice, information recall, or skill application.
Following are some examples:

If you teach math, you might collect simple questions or math problems that reinforce your
students' skills or provide math fact practice.

If you teach language arts, you might prepare sentences that include one grade-appropriate
error of punctuation, grammar, or spelling. Or you might provide a word and two definition
choices; the students' job will be to identify the correct definition.

If you teach science or history, you might create questions of fact recall or vocabulary. Or you
might create riddles that provide clues to the identity of an important figure in history/science,
followed by the question, "Who am I?"
The Lesson
Set up a "baseball field" in your classroom. Identify the locations of home plate, first
base, second base, and third base. You can use actual bases or four desks.
Arrange the class into two teams. Flip a coin to determine which team will be
"up to bat" first. Pose the first question to the first batter. If the batter gets the
question right, s/he goes to first base. If the second batter correctly answers the
next question, s/he goes to first base, forcing the student on first base to move to
second and so the game goes. Which team scores the most runs?
If a "batter" misses a question, that batter is out and the next batter gets a chance to answer the same
question. Three misses and the other team takes the field.
Change pitchers every so often by either switching to a different category or level of difficulty. Name
your pitchers; "Juancho Answero" is a classic!
Extending the Lesson
You might
o
provide questions of varying levels of difficulty. Students could opt to answer a "double"
question. Double questions are more difficult, but a correct answer will earn students two
bases; that way, they can move along the runners more quickly.
o
opt to give each team 4 or 5 outs per inning (if you feel there is too much movement in the
game).
o
keep track of their own hits, runs scored, runs batted in, and batting averages.
34
Speed Writer
Two teams. Each sends a player to the board. Ask a question and the first to write the answer
completely gets two points. If they don't know the answer they turn and give the white board pen to a
team member who can try to get it for one point.
Vocabulary Twister
The game cards listed below the image and in
the right column at the following link contain
the 30 vocabulary words selected by a panel
under the supervision of Dr. Robert Marzano
for Tennessee schools, grades K-10, for each
content area (Reading Language Arts, Math,
Science, and Social Studies)
http://jcschools.net/tutorials/vocab/TWISTER.html
Down to the Wire
Have 2 student judges who check the answers.
35
The teacher needs to have questions made up and 2 groups who are in a line sitting on their desks. Kids
love sitting on the desks, but it isn’t necessary if you are worried about risks or have rowdy students.
Additional rule: answers can NOT be yelled out, if they are that team loses a point.
How to play:
For example if you want students to be able to write down the name and the number of protons,
neutrons, and electrons in an element the judges pull a question, ex. element, from the box. The judges
say H and a student from each team runs to the board an writes down the name (hydrogen) and # of
protons, neutrons, and electrons and have to go back and sit on their desk.
Everyone has to stay on the desk before the judges can check the answer. The first team with all the
members sitting and with the correct answer gets the point.
This game can be adapted to any subject area, ex. math problems, vocabulary
definitions, facts, etc.
Also let the judges come up with additional rules, for example, if they deem
the class is too excited and they, the judges, had to repeat themselves,
the team asking would lose points.
Hopping Hundred
Hopping Hundred is a fun game for two people. It’s simple to play and
it gives players a chance to
practice multiplication and
division.
Materials:
Each player will need:
 A copy of Hopping
Hundred Game
Board, tape the two
pages together
 100 small objects (such as
dried beans, pennies, paper
clips, or pieces of paper to use
as tokens)
Note: This game can be simplified by using only the
numbers 1-50 (the top half of the game board). You may
want to start with this simpler version of the game, letting
players move up to the version of 100 numbers when they
are ready. Hopping hundred can also be played
36
independently by groups of two. It is a great activity for those who finish other assignments early.
Before your group plays Hopping Hundred, make sure everyone understands what multiples and factors
are. A multiple is what results when you multiply a number by other numbers. Some multiples of the
number 3, for instance, are 6 (which is 3x2), 15 (which is 3x5), and 33 (which is 3x11).
Factors are numbers you can multiply together to get the number you’re after. Some factors of the
number 90, for example, are 2, 3, and 5, because 2x3x3x5=90. Other factors of 90 are 6, 9, 10, 15, 18,
30, and 45. All of these numbers divide evenly into 90, leaving no remainder.
Summarize the rules of the game aloud or have players follow the instructions written on the board.
How to Play:
1. Player 1 chooses any even number and puts a token on that number.
2. Player 2 chooses any number (even or odd) that is a multiple or a factor of player 1’s number
and puts a token on that number. For example, suppose that Player 1 choses 10. Player 2 could
choose 20, 30, or 40. These numbers are all multiples of 10, because you can multiply 10 by
some other number to make them. Or Player 2 could choose 1, 2, or 5. These numbers are all
factors of 10, because they divide evenly into 10. (Divide evenly
means that the result is a whole number and there is no
remainder.)
3. Players take turns choosing numbers to cover from those
remaining. On each turn, a player can choose any
uncovered number, even or odd, as long as it is
either a multiple or a factor of the previous number
chosen.
4. The first person who cannot cover a number loses the
game.
This game requires players to think ahead. Playing smart
means thinking not only about the number you are going to
choose but also about the number your opponent might choose—
or will be forced to choose—when it’s his or her turn. A player wins by
picking a number that has no multiples or factors left on the table. Did
anyone figure out a consistent technique for winning? There is one!
Challenge: Have students work together to make the game last as
long as possible before they get stuck on a large prime number!
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Clue!
It's a whole class review, but only two students compete at a time.
Two students come up to the board but face the class. The Teacher writes a term such as a concept
that's been taught or a vocabulary word, etc. on the board behind them. They then take turns calling on
a student to give them a one-word clue to help them guess the word. They take turns calling on
students until one of the two at the board is able to guess the word. The student in the "audience" that
gave the final clue then gets to come up to the board and takes the place of the student who was not
able to guess the answer.
It's fun because the students in the audience really have to think about the concept to be able to give a
good enough clue so that the student can guess it correctly, and the students at the board have to be
able to process the different clues they are given so that they can give the right answer.
Mystery Points
One really fun game that works for reviewing any subject is to divide the class in two teams & assign
mystery point values to each question or problem. For example, make 2 matching sets of point cards,
such as 5 pts, 79 pts, 1000 pts, 2 pts, 500 pts, etc for each team. Then scramble each set of cards before
starting the game, team #1 's first correct answer might be worth 79 pts, team #2's question might be
worth 1000. Have a score keeper write the points earned on the board. Students have a lot of fun
adding up the total points at the end of the game.
Rings a Bell!
Arrange students into two or more teams. Two teams might be the most manageable arrangement; but
the more teams you have for this game, the more practice students get. You must have a bell or
noisemaker for each team. (If you want to make this a really special event, give each student a party
blower to use!)
You might appoint a scorekeeper to record points as they are awarded. You also might appoint a flashcard handler, especially if students have played before and you have modeled the role of the flash-card
handler.
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Have each team line up facing you. At the head of each line, position a desk with a bell on top of it.
To start the game, have the one member of each team step to the desk. Students' hands should be
ready to ring the bell. Show them the next
math-fact flash card in the stack. As
soon as a student knows the
answer, he or she rings the
bell. The first student to ring
the bell gets to call out
the answer. If the
student who rings the
bell calls out the correct
solution without delay,
he or she earns a point
for his or her team. If
the bell-ringer delays a
response or calls out
the wrong answer, the
opposing team earns the
point. After that round, the
first two students run to the
back of their respective team's line
and the next two players step forward and
prepare to answer a question.
The game moves quickly. The more quickly it moves, the
more chances for math-fact practice each student gets. At the end of the game, the team with
the most points wins.
Leapfrog
Print out the sheet of frog pictures with point values written on them 5, 10,
15, 20. . . until 50. Make sure you have at least 5 frogs with the word
leapfrog on them. Mix them all up and have them face down so the kids
can't see what’s on them.
You can have any amount of teams for this. Ask a team a question if they get it right
they get to pick a frog and they get however many points the frog has on it. Repeat
this with other teams. The fun part is when someone gets the leapfrog. All of their points "leapfrog"
over to the next team.
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5 points
10 points
15 points
20 points
25 points
30 points
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35 points
40 points
45 points
50 points
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Leapfrog! Leapfrog!
Leapfrog!
Leapfrog! Leapfrog!
Leapfrog!
Leapfrog!
Leapfrog!
Leapfrog!
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Round Robin Post-It Review
This small-group activity is a fun way to review new skills, or to prep
students for tests.
Materials Needed


sticky notes
worksheets with four problems to solve or questions to
answer
This active, small-group lesson can be used to review content,
concept, or skills. It can also be used as a quiz grade; or you can award groups
of students who get all four questions correct 5 bonus points on an upcoming quiz or
unit test.
Before the Lesson
Create four questions or problems for students to respond to. Following are a few ideas of how this
lesson might be adapted across the curriculum:



If you teach math, you might create four word problems, four equations to solve, or four
formulas to use.
If you teach history or science or another of the content areas, you might present four questions
that address important concepts in the unit you just finished teaching. Students might/might
not be allowed to use their books to answer the questions.
If you teach language arts, you might present four questions related to a piece of literature just
read. Or you might present four paragraphs to edit for usage, spelling, and punctuation. For a
unique spelling lesson, you might include five groups of four words; students will identify one
word that is misspelled in each group.
Type or write the questions/problems on a sheet of paper. The questions should be clearly numbered 1
to 4. Print out enough questions sheets so you have one for every four students.
The Lesson
Start the lesson by marking an area of the blackboard or whiteboard to create four sections -- one
section for each question. Number the sections 1 to 4.
Arrange students into groups of four, with each student seated at a desk. Name the groups, for example
Group A, Group B, Group C, and so on. Provide each group with a question sheet. Have one student
from each group cut the question sheet into its four questions and distribute one question slip to each
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student in the group. Provide a set length of time for students to answer their questions. (Time will vary
depending on the skill being reviewed.)
When time is up, have students leave the question slips on their desks, stand and rotate clockwise to the
next desk in their group, and then solve the problem on that desk. (Or students can pass their question
slips clockwise, to the next person in the group.) The solving and shifting continue until all students have
answered all four questions.
Note: All the steps done up to this point are done by individual students without collaboration.
Next, students share their answers with the other students in their groups, one question at a time. Did
everybody in the group agree on the answer to question 1? If not, the group should come to an
agreement about the correct answer to the question. When they have agreed on an answer to question
1, they write on a sticky note the following information:
Question 1
The group name
The agreed-upon answer to the question
Then, each group attaches its sticky note to the board in the section numbered 1.
Note: Sticky notes might not stick to a dusty chalkboard. Be sure the board is thoroughly clean.
Students continue the activity in the same way, coming to an agreement about the answers to the other
questions and making official their final answer to each question by placing a sticky note on the board
next to the appropriate question number.
When all groups have posted sticky-note answers to all four questions, check the answers and assign a
group grade. Discuss any errors to be sure students understand the correct responses. The group grade
might be used as a quiz grade; or a perfect score on the four questions might earn each student in the
group a 5-point bonus on their next quiz or unit test.
Assessment
The activity is its own assessment, though a follow-up assessment might be administered, in which
students work on their own, instead of in groups, to solve four problems or answer four questions.
Match the Meaning
Create a memory game in which kids have to match a written word with an illustration of the word's
meaning. Write the word on a note card and put the picture on another note card. After making several
sets of cards, the game is ready. Students play by spreading the cards out face down and turning over
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two at a time. If they have a match, they get to keep the cards. If not, they turn the cards back over and
try to remember the location.
Blurt!
Decide upon a Reader (a teacher, assistant, or one of the students)
Split the group into two or three teams. They need not be evenly divided. If you wish, have each team
make up their team name, but have it start with a B. Blurt Beasts, Blurt Beauties, Blurt Brave, Blurt
Bengals, Blurt Butterflies, etc. Place two chairs (or three if you have three teams) at the front of the
classroom. Call up individual team members to sit in each chair or “hot seat.”
Note: For smaller groups you may wish to simply decide the order of players and rotate through.
Object: Be the first team to spell the word B-L-U-R-T-! (with the exclamation point at the end) first.
Being the first player in the hot seat to name three Blurt words from the definitions provided gains your
team a letter (or the final exclamation point for the win!).
Option: For a shorter game, players in the hot seats can score a letter by being the first to name one
Blurt word from a single definition provided.
Play: The teacher (game host) reads aloud a definition (from BLURT! Cards, a dictionary, or Academic
Vocabulary students need to practice) so that each of the team’s current player can hear. The first to
blurt out the word defined correctly, games a point. The first of the players in the hot seat to identify
three Blurt words correctly (score three points) earns a letter (or the final exclamation point for the win)
for his or her team. The first team to spell out B-L-U-R-T-! on the black board wins the game.
If neither of the players in the hot seats can correctly identify the word, then any player in the room may
answer, once they are called on by the teacher. Players not in the hot seats raise their hands when they
think they know the word. If they are correct, they earn a letter for their team BUT, if they are incorrect,
their team has a letter deducted. Teachers decide whose hand was raised first to determine which
classmate may attempt to answer.
Penalty: Only players in the hot seats may blurt out the answer. If a player not in the hot seat blurts out
a word, a letter is deducted for his or her team.
GAME #2: Group Play Version Two
You can play in teams just the same way you would as individuals. When it’s one team’s turn to play, the
other team cannot blurt answers, but can help the Reader decide who on the other team(s) blurted first.
GAME #3: Individual Play!
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In small groups, all players blurt word guesses. The first player to blurt the correct words moves ahead
in points and/or gains their letter to spell BLURT!
Additional Challenge: "Blurt that Word" allows players (or teams) to bid on the number of words
out of the definition in which they think they can identify the correct answer. In this way, a fairly easy
clue can become extremely difficult. Example:
If you get to blurt, start bidding against other players on how many words of the definition you think
you’ll need to hear in order to guess the correct word. You only get one guess!
It might go something like this, “I can blurt it in 6 words!”
“Oh yeah, well I can blurt it in 5 words.”
“I can blurt it in 4.”
“Then blurt that word!”
If you’re the low bidder, you get a chance to blurt all by yourself.
Even the Score! If one team is way ahead of their competition let the trailing challenger have a chance
through several head-to-head challenges.
GAME #4: Blurt Word Writing!
Materials: terms, paper and pencils, and pinch cards (optional)
Students play individually. The teacher reads aloud the definitions to the entire class. Players don’t blurt,
but WRITE the word they think the Definition defines and/or pinch the A,B, C, or D on their card. If
writing, they should try to spell the word correctly, and should not let any of the other Blurters see their
paper. Depending on the level of the kids playing, the teacher may want to give the first letter of the
word they are defining.
The player who defines or chooses the most words correctly, with the most words spelled correctly is
the champ!
Sample BLURT! Style Definition Clues:







a large, hairy spider (tarantula)
dirt that is wet and sticky (mud)
an ice cream holder you can eat (waffle cone)
a person living in total solitude by choice (hermit)
a partially dried grape (raisin)
the decision made at the end of a trial (verdict)
A fast moving part that sticks out of the body of a fish (fin)
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








A piece of iron, shaped like a U, and nailed to the bottom of a horse’s foot (horseshoe)
The crime of intentionally setting fire to a building (Arson)
The nut of an oak tree (acorn)
A male duck (drake)
A ball with the map of the world on it (Globe)
A place where children go to learn (school)
to move with a wavy motion (ripple)
To cry out loudly and shrilly (scream)
reptiles with a toothless beak and a bony shell into which the head, legs, and tail may be pulled
(turtle)
Speed Sort
Play speed sort with words. Make cards that have words from several different families. Challenge
students to sort the words as quickly as possible. Students can practice the word sort during center time
and then try to do it quickly near the end of the lesson.
Password
Anybody older than 20 probably remembers the TV game show Password. The game can be easily
adapted for classroom use and is a great way to review your students weekly vocabulary. Choose two
students to be the "contestants." You can always use the "I'm thinking of a number ..." guessing game to
determine the contestants. Those two students go to the front of the room and face their classmates.
Reveal a secret word -- write it on the chalkboard or a chart or hold up a card -- to everyone but the two
contestants. The rest of the students raise their hands to volunteer one-word clues that might help the
contestants guess the word. Contestants take turns calling on clue volunteers until one of the
contestants correctly guesses the secret password. The contestant who guesses the password remains
at the front of the class; the student who gave the final clue replaces the other contestant.
Tip: Choose words appropriate for your students' abilities. Words for which they might know multiple
synonyms or meanings are best! You might use a thesaurus to create a list of possible words before
playing the game. Write those words in large letters on cards so students can use them as the game is
played. Save the cards from week to week to continue building students long term vocabulary
knowledge.
Sample password: ferocious
Possible clues: fierce, vicious, wild, fiendish, savage, cruel, brutal
More possible passwords: understand, taste, slam, easy, recess, ancient, nasty, laugh, drink, impatient,
hot, pound, glimpse, friend, correct, motion, ruin
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Sparkle
This game serves as good practice for the week's (or previous weeks') spelling words. Arrange students
in a line. The game leader calls out the first word. The first person in line calls out the first letter in that
word. The second person calls out the second letter. The third person calls out the third letter and so on.
The person who says the last letter in the word must turn to the next person in the sequence and say
sparkle. The person who is "sparkled" must return to his or her seat. If a word is misspelled, the person
to say the first wrong letter must sit down and the spelling of that word continues. After a student is
sparkled, the leader calls out a new word. The game continues until only one student remains standing.
Dictionary Deception
This game is based on a popular box game. To start the game, the teacher chooses a word for which no
student will know the meaning. The teacher writes the word on the chalkboard and writes the definition
of the word on a sheet of paper from a small pad. Then the teacher hands a sheet from the same pad to
each student. The student must write on that sheet his or her name and a definition of the word. The
teacher collects all the definitions. One by one, the teacher reads the definitions. Students consider each
definition. Then, as the teacher rereads them, the students vote for the definition that they believe is
the real meaning of the word. Students earn a point if they guess the definition correctly; they also earn
a point each time another student selects their (fake) definition as the true meaning of the word. The
person with the most points at the end of the game wins.
Some Words to Try

fabulist (FA-beeyuh-list) -- a creator or writer of fables

coppice (KAH-pes) -- a thicket, grove, or growth of small trees

inquiline (IN-kweh-lign) -- an animal that lives habitually in the nest or abode of another species

miliaria (mi-lee-AR-ee-eh) -- an inflammatory disorder of the skin characterized by redness,
burning, or itching

baht (bot) -- a unit of money in Thailand
Chain Reaction
You can easily adapt this game to many areas of the curriculum. The teacher writes a category on the
chalkboard -- foods, for example. Each student writes the letters A to Z on a sheet of paper. The
students have five minutes to create an alphabetical list of as many foods as they can think of. Then the
game begins. The first student must tell the name of a food. The second person must give the name of a
food that begins with the last letter of the food given by the first person. The third person must name a
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food that begins with the last letter of the second person's food and so on. One at a time, students are
eliminated.
Other possible categories: cities; songs; things in nature (for older students, animal names or plant
names); people's first names (for older students, famous people's last names or, more specifically,
authors' names).
Silence
In Silence, silence is the name of the game. Students must arrange themselves in order without uttering
a peep! For example, challenge students to silently sequence themselves according to height. The game
can be adapted with very little preparation to fit almost any curriculum theme. For example, if the class
is studying state capitals, count out enough sticky notes for each student. On each note, write the name
of a state capital. Each student wears a "capital" tag on his or her shirt. The students must silently
sequence themselves in alphabetical order. You might make the game even more challenging by asking
them to line up according to the state for each capital!
Options: Students can create their own tags. They might write their birthdays on tags and arrange
themselves in order from January 1 to December 31. They might write their seven-digit phone numbers
as a seven-digit number and arrange themselves in numerical sequence.
Other categories: The possibilities are endless, but students might include U.S. presidents (arrange in
order of the presidencies), fractions (arrange in order of size), clocks (arrange printed a.m. and p.m.
clock faces in order of the time shown), or largest U.S. city populations (arrange tags with the largest
cities and their populations from largest to smallest).
Wheel of Fortune
Test review and problem-solving go hand in hand here. First make a “wheel” using an oak tag circle
divided into 10 sections. Label each section from 100 to 1,000, using increments of 100. Use a brass brad
to attach an arrow to the center (it should spin freely). Choose a word or phrase and draw dashes on the
board for each letter. Write the category, such as “Part of Speech” or “Math Formula,” at the top. To
play, players take turns spinning the arrow. Then they name a consonant. If that letter is in the puzzle,
all instances of the letter are written on the appropriate lines. The point value is multiplied by the
number of instances, and the player is awarded that number of points. If a player has 200 points, he or
she can “buy” a vowel or a symbol (if doing math). Each player may try to solve the puzzle at the end of
his or her turn. The player with the most points after three rounds wins.
Last Man Standing
This works well as a review game for a quiz or test. All students simply stand at their desk. To be fair, I
pick students to answer questions in order of their seating in the rows. So the first child on the left front
is the first child to play, and so forth. If you get the question correct, you remain standing, if not, you sit
down. If you miss the question, anyone from the class can guess. The Last Man Standing wins
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Move Ahead
This classroom game is played using the square tiles on the classroom floor. Tape off a starting line and a
finish line. Then divide students into two teams. Have them line up ask the first players from each team
two questions and the one who answered first by raising his or her hand gets to move ahead a square.
After two questions, the next two players come up and take up squares where their team mate left off.
Deal or No Deal
Our adaptation of this recent fave gives a lesson in probability as well as whatever you’re reviewing.
First, create questions, writing possible answers on each of five index cards (only one will be correct).
Insert the answer cards into file-folders (“game cases”).
Form teams and have the first player on Team 1 set aside a “Player’s Case.” To play, read the question.
The player chooses a case and opens it. If the player thinks the answer is correct (and he or she is right),
he or she receives 400 points and the turn ends.
If the player doesn’t think the answer is correct, he or she can “make a deal,” which ends the turn for
200 points, or say “no deal,” and open another case.
Play continues until the player makes a deal or only one case remains (besides the “Player’s Case”).
At that time, the player can “make a deal” and earn 600 points whether the answer is correct or not. If
the player chooses “no deal,” the Player's Case is opened. A correct answer earns 2,000 points, but an
incorrect answer scores 0 points. After all players on a team take a turn, add their points together to
determine which team scored the most points.
Silent Speed Ball
Have the students stand in a circle. They simply would quietly throw the ball to each other. If they miss
the ball, they are still in the game. Have the students continue throwing until you caught someone off
guard and yelled stop! That student would answer the review question. If they answered correctly, they
remained in the game. If they got it wrong, they sat down in their seat.
Classroom Pictionary
A great way to review just about anything is to use the game Pictionary. Break the class into teams of
three and four students. Prepare five levels of note cards ahead of time. On each note card write single
word concepts or definitions. Level one cards are easiest and level five cards are very difficult. Each level
card translates to equal point values. For example, a level three card is worth three points.
When the game begins a team gets to pick a level card prior to viewing it. They must send one drawer
up to the board. The drawer has forty-five seconds to get their team to guess the word/concept on the
card by drawing. The drawer cannot use numbers, letters, or symbols, if they do, the team's turn ends. If
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the team guesses correctly, they receive the point value. If they guess incorrectly, the card is passed to
the next team and an extra point is accumulated. So, if a two point card is missed twice, it counts as four
points if that team guesses correctly. You may also decide to add the rule that if you hear the
word/concept aloud in the classroom during a teams turn they automatically receive the points no
matter if the other team says it. Additionally, to keep the class controlled, if another group is rude or
loud they automatically lose one point.
Friendly Feud
Adapt the "Family Feud" TV game to review any subject or reinforce any skill.
Materials Needed:
 teacher-prepared questions related to a topic of study or review (See ideas below for adapting
this game to almost any curriculum topic or subject area.)
"Friendly Feud" is an adaptation of the Family Feud game show students might see on television. The
game is easy to adapt to almost any subject or curriculum topic; see the Adapt the Game section at the
bottom of this activity for a handful of ideas.
1. Start the game by arranging students into teams of four or five players. Determine the sequence in
which teams will play. Determine the sequence in which the players on each team will play. Have each
team appoint a captain who will act as the team's final-decision maker and spokesperson.
2. After the teams are organized, prepare to pose the first question of the game (or appoint a student
emcee to pose questions). In the first round, the captain of each team will be the only one who can
answer the question. Read aloud the first question; call on the team captain who raises his or her hand
first to answer the question. To earn a point, that captain must correctly answer the question within 5
seconds. If the captain who was called on does not answer the question within the time limit or if he or
she gives an incorrect answer, the next team can "steal" the question. Members of that team can talk
among themselves, then they must agree on the correct answer. The captain serves as spokesperson for
the team. If the captain says the correct answer, his or her team earns the point. If the answer is
incorrect, the next team has a chance to steal the question and earn the point, and so on.
3. The team that correctly answers the question earns the first chance to answer the next question -which is posed to the second player on the team. An incorrect answer passes the question to the second
player on the next team. A correct answer earns another point for the team and the first chance to
answer the next question, which is posed to the third player on the team. The team can keep earning
points until team members get a wrong answer or do not respond within the time limit.
4. At the end of the game, the team with the most points is the winner of "Friendly Feud."
Adapt the Game
This game can be adapted easily to almost any curriculum topic, subject area, or skill. For example…
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
If you are teaching grammar, you might provide sentences (displayed on a chart or an overhead
transparency) and have students find an error (Bob and me went to the library after school.),
choose the correct form of a verb (Suzie was, were the president of the class.), identify the
noun(s) (She left yesterday for a vacation along the shore.), and so on.

If you are teaching math, questions might involve performing calculations, solving word
problems, identifying a missing number in a number sequence, solving greater-than or less-than
problems, and so on.

The game easily can be adapted as a spelling game. Simply provide a word and see which team
is the first to correctly spell it.

If you teach history or social studies, students might choose from among three dates the one
associated with a famous event in history, match a president's name to a fact about him,
identify the capital or continent of a country, and so on.
Optional Assessment:
End the activity with a quiz that includes ten of the questions posed in the game. Students should
correctly answer at least 8 of the 10 questions.
Tic-Tac-Toe, What Do You Know?
Students win Xs and Os as they review knowledge and reinforce skills.
Materials Needed

teacher-prepared game board/sheet
Draw a tic-tac-toe grid on a board or chart paper. Choose a topic/subject for the game (for example,
solving money math problems, find the grammar error, or identify the country capital).
Arrange the class into two teams; Xs and Os. Flip a coin to see which team will go first. For example, it
the X team wins the toss, pose a question to a student on that team. If the student on the X team
answers correctly, he or she places an X on the grid. If the student answers incorrectly, the O team does
not automatically get to put an O in that square. To earn an O, a member of the O team must correctly
answer the question. If the O player answers correctly, his or her team puts an O in the square and earns
the first chance to respond to the next question. If the O team answers the next question correctly, they
get to place another O; if the answer is incorrect, the question is posed to the X team.
Keep track of how many games each team wins.
Tic-tac-toe can be adapted for reinforcing and reviewing a wide variety of skills.
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Alternative Idea
Write a different topic in each square on the tic-tac-toe game board, so students can choose squares on
the topics that most interest them most.
Assessment
End the activity with a quiz that includes ten of the questions posed in the game. Each student should
correctly answer at least 8 of the 10 questions.
Around-the-Room Review
Students ask and answer questions in an around-the-room review.
Materials Needed

teacher-prepared questions

a 3- by 5-inch index card for each student
Select a topic for review. This activity lends itself to reviewing vocabulary, math, and just about any
other area of the curriculum.
Before the Lesson
This lesson requires some preparation:

On the first index card, write a question for students related to the topic of the
review/reinforcement activity.

On the second card, write the answer to the question on the first card. Write a second question
on the back of the card.

On the third card, write the answer to the question on the back of the second card.

On the back of the third card, write a third question.

On the fourth card, write the answer to the question on the third card -- and so on...

Finally, on the last card, write the answer to the question on the next-to-last card, but do not
write a new question on the back of that card.
Note: No two questions can have the same answer. Each question must have a different answer.
The Game
After the cards are prepared, shuffle the cards and give one card to each student. Which student has the
card with only a question on it -- and no answer on the back? That student starts the activity by reading
aloud his or her question. All students must pay attention as the student reads the question because
one of them has the answer to that question on his or her card. The student who has the correct answer
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reads it aloud. Then that student turns over his or her card and reads the question on the back. The
student who has the answer to that question reads aloud the answer, then turns over his or her card
and reads the next question -- and so. The game continues until the last student -- who has an answer,
but no question, on his/her card -- reads the final card.
Collect the cards. If you haven't finished, the game can be completed on another day.
Will the Winners Lose?
In this review and reinforcement game, negative scoring means that even the winners could lose!
Materials Needed
 cards containing game instructions
 prepared cards (or a prepared list) with questions for review and reinforcement
Before the Activity
Prepare two sets of cards in advance of the game:

Prepare a set of 25 "scoring cards." On each of those cards, write a different instruction, for
example:
* Earn 100 points
* Lose a turn
* Take 50 points from the other team
* Earn 70 points
* Double your total points
* Take an extra turn
* Earn 500 bonus points

On the other set of cards, write 25 questions related to the topic or skill(s) you want to review
and reinforce. (Note: Questions might be created in list form rather than on cards.)
Introduce the stack of scoring cards to students. Shuffle the cards. Put the stack face down on a desk.
Alternative idea.
You might post the 25 scoring cards in random order on a bulletin board or chalkboard. Post the cards
with the blank side facing students and the scoring instructions hidden from view.
Arrange students into two or more teams. Decide which team goes first, and then pose the first
question to a member of that team. If the student answers correctly, he or she draws a scoring card
from the stack (or removes one from the bulletin board or chalkboard). The score on the card
determines the score the student earns for his or her team.

If the team has 0 (zero) points and the card selected reads "Earn 50 points," the team has a total
of 50 points.
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
If the card reads, "Double your present score," the team doubles its score of 0, for a total of 0
points.

If the card reads, "Deduct 50 points from your score," the team subtracts 50 from 0, for a score
of -50.
If the student answer incorrectly, the first student on another team to raise his or her hand earns the
right to "steal" the question. A correct answer earns that student the opportunity to choose a scoring
card...
Of course, the scoring card could carry a negative message, so answering a question correctly is no
guarantee that a team will earn points; as a matter of fact, the team could lose points! A team could
conceivably answer all the questions correctly and lose the game. That's why the game is called "Will the
Winners Lose?"
A Couple More Twists

You might have each student track the score for each team. Students track the team scores on
their own. At the end of the game, each student who correctly calculated each team's final score
might earn 50 bonus points for his or her team.

You might introduce another rule. Since no team member knows whether the scoring card he or
she selects will earn or lose points, you might allow students the option of not selecting a card
when they answer correctly. If the student thinks the next card in the stack might carry a
negative scoring instruction, he or she is free to pass and earn (or lose) no points for the team.
Students only learn whether that was a good move or not if the next student to choose a card
reveals the scoring instruction on the card.
"Concentration" Review Game
Adapt the game of Concentration to hundreds of skills. Ideas, puzzle sources included.
Materials Needed




white craft paper
3- by 5-inch index cards
3- by 5-inch sticky notes
prizes (optional)
Lesson Plan
This lesson adapts the TV game "Concentration" to most any subject.
Before the Lesson
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Gather thirty 3- by 5-inch index cards. Create 15 questions/problems that relate to your latest unit of
study. Write each problem or question on a card in large print. Write the answer to each question on
another card. With a little creative thought, this activity can be adapted to almost any subject area or
teaching theme. (See Concentration Across the Curriculum below.)
Arrange the cards in random order in 6 rows of 5 cards on a bulletin board. Then place a large (3- by 5inch) sticky note on top of each card. Number the sticky notes in order from 1 to 30 to look like the
board from the Concentration TV game show.
Start the game by calling the name of a student. You might use the Popsicle stick method of calling on
students. (See Popsicle Stick Method below.) That will help keep all students focused on the game. The
game continues in this way:
1. The student calls out a number.
2. Lift the sticky note with that number on it to reveal a question or an answer.
3. If a question is under that sticky note, students call out another number under which
they hope to find the matching answer; if the number they called out reveals an answer
underneath, students call out another number under which they hope to find the
matching question.
4. If the cards under the two numbers reveal a matching question and answer, then the
student earns 1 point. If the cards do not match, the sticky note with the number on it is
returned to its spot and all students do their best to recall what question or answer was
revealed under each number so when they're called on, they will be able to make a
match.
5. Keep playing until all matches have been revealed.
Concentration Across the Curriculum
Following are just ten -- out of thousands of -- ideas for adapting the Concentration game to review skills
across the curriculum:




Adapt for any kind of math skill you are teaching -- from addition facts to algebraic
equations. Write the problem on one card, the answer on another.
If you are studying phonics, write the word on one card, its phonetic spelling on
another.
For a book you are reading aloud, match the names of different characters with a
statement that tells something about that character.
In chemistry, match the chemical symbol with the name of the element. For example, H
matches hydrogen, Ag matches gold, and so on.
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






If you are teaching students to tell time, have them match the card that shows the time
on a clock face with the card that shows the time in digital format (for example, 7:45).
Or match the digital form to the words that tell the time (for example, quarter to 8).
Use this week's vocabulary words. Students match each word card with its definition
card. Another idea: If you teach a foreign language, have students match a vocabulary
word in that language with its English translation.
Studying the U.S. Constitution? Match the Amendment numbers with the freedoms they
created.
Homonyms can make a fun theme for a game. Match there with their, hour with our, I
with eye, and so on. (Other ideas: match synonyms or antonyms.)
In geography, match a state or country with its capital.
To check spelling, match two words that clearly attempt to spell the same word. For
example, school and skool or mispell and misspell. Students match the two words, then
tell the one that is spelled correctly. (Resources: See Commonly Misspelled Words,
Commonly Misspelled Words in English, or Spelling Test for word lists.)
Are you teaching about inventors in science class? Match the name of the inventor with
his or her invention.
Just think of all the skills you could incorporate into a game of Concentration!
Popsicle Stick Method
To use this popular method of selecting kids, simply write each student's name on a Popsicle stick and
place the sticks in a jar or can. Draw a stick; the person whose name is on the stick responds next.
Note: In a game such as this one, you do not want to lose students' attention once they have been called
on. If their Popsicle stick is selected and you leave it out of the can after they have responded, they have
no stake in paying attention to the game after they have had their turn. However, if you return their
stick to the can, they know they have as much chance as anybody else does to be called on again.
More Thoughts & Tips…


To make the cards as neat and readable as possible, create them with a word processing
program. Use a large font, then print, and trim to 3- by 5-inch card size.
Of course, each time a match is made on the TV game show, two more pieces of a rebus
puzzle are revealed under the game cards. If you are really ambitious you could create
and draw a puzzle to appear under the game cards. The puzzle could be related to the
skill the game teaches, or it could be unrelated. Each time students locate a matching
set of cards, two new pieces of the puzzle are revealed. That student has an opportunity
to guess the puzzle. The student who guesses the puzzle might receive a special prize.
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






Of course, the easiest way to create puzzles is to buy the Concentration game. You
might find some puzzle ideas in the game cards that you could recreate on a bulletin
board.
You might introduce two Wild Cards! into the game. Just like on the TV game show,
these cards produce an instant match and a point for the person who reveals them. (If
you use wild cards, you will only need 14 pairs of question and answer cards.)
You might leave the Concentration board as a permanent fixture in your classroom. You
could change the theme and the game cards every week or two. That way, students can
play the game -- for more skills practice -- during rainy day recesses or at other times.
You could even add a job to your classroom jobs list. The person who has the
"Concentration board" job might move some of the cards around each day and be
responsible for putting up new game cards whenever you produce a new game related
to a new skill.
Store each edition of the game cards in an envelope labeled with the skill the game
teaches. Keep them all in a "Concentration" file so you can use them from year to year,
or repost an old game from time to time. If you use rebus puzzles, store the puzzles in a
separate folder.
Let a different student serve as emcee each time the game is played. That student can
select Popsicle sticks to determine which student's turn it is, and reveal the puzzle
questions and answers. (You can sit off to the side and correct papers!)
After your students are familiar with the game, why not put them to work creating
Concentration game cards -- and even rebus puzzles -- that the entire class can play? (A
fun extension activity for students who always finish their work early!) Have a team of
students create a game. Check their work and have them make editing revisions before
creating the actual game cards. The students who create the puzzles can serve as
emcees when it is time to play their game.
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Detective Spellcheck Game
Students hunt for spelling errors in this game of spelling skill and quick reaction!
Materials Needed
markers and a white board, or chalk and a chalkboard.
In this lesson, students play a game that rewards good spelling skills and quick reactions! This game can
be adapted for use in foreign language classes.
Write the week’s spelling words, academic vocabulary, or any ten words, on a chalkboard or
whiteboard. Go over the list of words with students.
Instruct students to put their heads on their desks. When all heads are down, erase one of the words
and write it with a spelling error in it.
Announce "Go to work, detectives!” At that announcement, students raise their heads. See how long it
takes students to figure out which word is misspelled. Students can raise their hands as soon as they
know which word has been changed, or you might have them write the word -- correctly spelled, of
course -- on a piece of paper.
Speedy Spelling Bee
Teams of students work together in this spelling bee with a twist.
Materials Needed
A list of spelling words (easy words, current/recent words, commonly misspelled words, or challenging
words
For this spelling game, arrange students into equal-size teams of anywhere from 3 to 10 players. Have
students line up or sit in circles; each team should choose a member to be their first player.
Before beginning the game, decide whether you want the words in this spelling bee contest to be words
most students should be able to spell without error, current spelling words, commonly misspelled
words, or challenging words.
Choose a team to begin and call out a word for that team to spell; use the word in a sentence so
students hear the word used in context. Have students take turns calling out one letter of the word at a
time; the first student on the team calls out the first letter of the word, the second person calls out the
second letter, and so on. (If the word has four or more letters and the team has only three members,
then play returns to the first person on the team after the third letter is called out.) If the team correctly
spells the word, they earn one point and play moves to the second team. If the second team spells their
word correctly, they earn one point and play moves to the third team…
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When a team spells a word incorrectly, play passes immediately to the next team. If that team spells the
word correctly, they earn two points (the one they earned and the one that would have been given to
the first team if they had spelled the word correctly); if the second team spells the word incorrectly, play
passes to the third team, which earns three points if they correctly spell the word…
At the end of the game, the team with the most points might be awarded a special prize.
Variations



After students get comfortable with the flow of the game, you might try the following
variations:
Place a time limit on play. For example, each team might have 15 seconds to spell their
assigned word. If they take more time than that, play immediately moves to the next
team.
If a player makes a mistake by calling out the wrong letter, the next player on the team
might be given the opportunity to correct the spelling error. If that player does not
correct the error, play immediately moves to the next team.
Spelling Counts!
Students create and solve codes based on the numerical values of their spelling list words.
Materials Needed:
Prominently displayed cards or a chart containing an assigned number value for each letter of the
alphabet; scrap paper and pencils
1. Assign a number value to each letter of the alphabet. Assign values in order, giving the
number 1 to the letter A and the number 26 to the letter Z; assign values according to
frequency of use, giving letters such as T, S, E, and N higher values; or assign values
randomly. Adapt the lesson for younger students by assigning number values to only
those letters found in their most-frequently used spelling words. Prominently display
each letter and its assigned value in the classroom.
2. Point out to students where you display the numerical assignments in the classroom.
Distribute pencils, scrap paper, and copies of the class spelling list. Ask students to
determine the numerical value of each word on the list.
3. Depending on the words on the spelling list, ask questions such as What is the number
value of friend? Which word has the highest value? What two words have the same
value? What is the greatest number of words you can add together to get a sum of 98?
What is need times 2? What is the value of in? What is borrows divided by 5?
4. Demonstrate to students how to use the numerical values of letters to create a number
code for sentences containing words from the class spelling list. For example, using the
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alphabetical order method of assigning numbers to letters, the code for A friend in need
borrows money would be 1-56-23-28-110-72.
5. Arrange students in pairs. Ask each student to create a code, using words from the
spelling list and a few other short, frequently used words. Have students challenge their
partners to solve the codes they've created.
Question Kickball!
This easy way to review spelling words (and a variety of other topics such as math, history, geography,
etc) in a kickball game format is perfect for those days when students need to get up and MOVE!
Materials Needed
kickball, kickball bases, spelling words, and/or questions and problems related to students topic of
review
Lesson Plan
Play kickball as usual, except ask each student to spell a word, answer a question, or solve a math
problem, before being pitched the ball. If the student misspells the word, he or she "strikes" out. If the
student correctly spells the word, answers the question, or solves the problem the pitcher rolls the ball,
and the game progresses normally. As a variation to the game, you might allow students to ask a
teammate to help spell a word or answer the question.
Clue
It's a whole class review, but only two students compete at a time.
Two students come up to the board but face the class. The Teacher writes a term such as a concept
that's been taught or a vocabulary word, etc. on the board behind them. They then take turns calling on
a student to give them a one-word clue to help them guess the word. They take turns calling on
students until one of the two at the board is able to guess the word. The student in the "audience" that
gave the final clue then gets to come up to the board and takes the place of the student who was not
able to guess the answer.
It's fun because the students in the audience really have to think about the concept to be able to give a
good enough clue so that the student can guess it correctly, and the students at the board have to be
able to process the different clues they are given so that they can give the right answer.
Transformation
A real IQ-tester and a great way to practice logic skills and cognitive reasoning.. Players must 'move' on
paper from one word to another by changing one letter at a time - but producing proper words all the
time. As an example, they could be asked to move from
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SOAP to BATH:
SOAP
SOAK,
SOCK,
SACK,
BACK,
BACH,
BATH.
The player to find the shortest route in the fastest time is the winner. This may also be turned into a
group game
Stretch! Writing Warm-Ups:
Just as you would stretch before you go running, students need to warm up
before they start writing:
Sentence Mix-Up
This game encourages an awareness of sentence
structure and can be played successfully in groups of
three or four.
Write ten words on the board. They should be interesting,
though unconnected to each other. Give the class a set
time limit, and ask them to construct a coherent sentence
around them. The team that constructs the best sentence
the fastest gets a point. When groups end up with run-on
sentences or fragments, it is a good time to discuss what
makes a sentence incomplete or run-on. They also cannot
win if the sentence itself is not correctly structured.
An example of a successful sentence follows:
jewelry
shattering
ruffled
hurtled
dashing
rain
coffee
clumsy
hippopotamus
Dashing through the rain, the clumsy hippopotamus tripped and was hurtled through the jewelry store
window, shattering the porcelain coffee cups and scaring the ruffled salesman.
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Get 20!
Materials:
Enough Decks of Cards for your students
Invite your participants to get into groups of 4 or 5. Have one person in each group deal each participant
four cards. Ask them to use any math function (addition, subtraction, multiplication and division) to get
their cards into a sequence that would equal the number 20. For example, if one student had a cluster of
cards that are these values: a King(10), Ace (1 or 11), 5, 6 and 8, the student would put them into a line
and explain to the group how they equal 20: a King plus an Ace would be 11, 11 plus 8 equals 19, 19 plus
6 equals 25. 25 minus 5 equals 20.
The student that correctly calculates their cards to 20 first keeps those cards. The deck is reshuffled and
play starts again.
Alternate Versions: 15!
To play the game
The cards are placed on the table (or floor) between the two or more players.
Players take turns to choose a card (any card they like) from the pile.
The winner is the first to have a set of three cards that add to 15.
For example, if you drew 1,5,6 and 8, then you would win, because 1+6+8 is 15. Unless of course, I had
my set of three first!
For younger students
For younger students, place the cards face down. Then they can concentrate on the arithmetic, since
they can't see the numbers before they choose them. For older kids, it makes a more exciting game if
the cards are face up.
Extra exciting!
To make it extra exciting for an older group, you could have a "15 game" class tournament! You could
even make it span a whole semester, with league charts and so on pinned to the wall of the class.
Slapdash
A deck of cards will do the trick for this game (you don't need flash cards and parents appreciate the
idea for home use).
Divide the deck in half and assign values to the Jack (11), Queen (12), King (0),Ace (1) and all other cards
have face value.
Two students oppose each other and alternate turning two cards over at a time which they then each
have to add, subtract, multiply or divide within a certain time limit (say 5 seconds). The student who
correctly answers gets to keep the cards.
They each create two piles of cards, one pile for those they got right and one pile for those they got
wrong. The first student to get rid of his "wrong" pile wins the game.
This game is a lot of fun for practicing basic mental math facts. Several students can play together or you
can have a few games going on at the same time (using a few decks of cards). Use your imagination and
vary the game as you see fit to best serve your student’s needs.
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Target 300
Target 300 is a dice game that helps kids learn how to multiply by tens. An empty shoebox can be used
as a game board in which kids roll their dice. The object of the game is for kids to reach the number 300
by multiplying the number they roll on the dice by ten, twenty and other multiples of ten up to fifty.
Each kid gets 6 turns to roll, increase his number and then add all of the turns together to reach 300. At
the beginning, kids might multiply their numbers by higher multiples of ten in order to increase their
numbers. But with the last couple of rolls, kids might realize that they are already past the number 300,
or haven't come close to it yet. The child who gets the closest to 300 wins the game.
Math Function Card Draw
The Math Function Card Draw is a race between two players to solve the equation the fastest after they
draw a card from the math shoebox. Each player draws a face-down card and gets one moment to look
at the card, without showing his opponent. Then, on the count of three, the kids must slap their cards
face-up and be the first to shout out the equation. The function the kids are learning, such as addition,
subtraction, multiplication or division, will dictate what math function they use for the game. If kids are
learning addition, and the cards that are drawn are a 2 and a 7, then the first player who shouts "2 plus
7 equals 9" wins the round. The cards are shuffled back in the box for the next round.
Backwards Math: Covering the Basics
Just like in a camera math can be flipped upside down and backwards from the way we normally see it
and do it. The following activities provide excellent practice through individual and collaborative
activities that stress problem solving and
critical thinking, ex. as applied to
order of operations and math
problems. Classes and groups of students will
be challenged to work together to explore and complete the tasks.
These activities will also give you an opportunity to introduce and practice the order of operations:
a. Do work inside parentheses.
b. Solve exponents.
c. Multiply and divide from left to right in the problem.
d. Add and subtract from left to right.
An easy acronym to help remember the order of operations is P.E.M.D.A.S.: “Please Excuse My Dear
Aunt Sally.”
Materials:




paper
calculators
printouts
pencils
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 butcher paper
Tell the students that today’s math will be backwards. You will give them all the answers. (This will
usually make them pretty happy.) However, tell them that they must come up with the correct problem
to the answer.
Variations:
1. Younger students may be given a limited range of numbers, ex. 1-10, as solutions. Students
must come up with as many problems as they can that correctly have those numbers as their
solutions within a limited amount of time, ex. 60 seconds. Students must use each of the
required grade level appropriate skills within their problems at some point, ex. multiplication,
division, subtraction, addition.
2. Have students do as many problems as they can with a specific number, ex. 10, as the second
number in the problem, using their grade level appropriate skills, ex. multiplication, division,
subtraction, addition, within a specific time period, ex. 3 minutes. Note which areas your
students struggle with and continue practicing basic skills and build upon those and go deeper
as their skills go.
3. Give students part of the answer, ex. the answer must be a two digit answer, ending in 5.
Students must come up with as many problems as they can that correctly have that numbers as
the second number in their solutions, ex. 35, 25, 75, 150, within a limited amount of time, ex. 60
seconds. Students must use each of the required grade level appropriate skills the teacher
declares, ex. multiplication, division, subtraction, addition.
4. Draw a grid like the following on the board and give the students two or three minutes to write
as many addition and subtraction, multiplication, or division equations as they can based around
the included digits [the following numbers may be changed, the grid is a sample].
The numbers in the equation must be
connected vertically, horizontally, or diagonally.
For example, with this grid these are acceptable:
15 – 12 = 3, 5 + 7 = 12 (but not 7 + 5 = 12), 15 – 3
– 7 = 5. Equations must involve two or more
numbers, and one or more operations, but no
number can be used twice.
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Scoring:
After time is called, have players take turns (in a clockwise circle) reading the problems they
wrote down for each solution. If another player or players have the same math problems everyone must
cross it out, only unique math problems get points. If a player reads off a problem that another player
thinks is incorrect, you can either use a calculator as the deciding factor, or all players can vote on it. If
it’s decided it’s not a valid problem, then the player who read it must subtract a point. There is no
penalty for writing down an invalid problem (no other players have to subtract points if they have it
written down), there’s only a penalty if they decide to read it out loud during the scoring period.
Students gain points for each equation only they have recorded. One point is given for each number
used in the equation, for example, 15 – 3 – 7 = 4 + 1 earns five points! The player with the most points
wins.
Once all players read their problems, they announce their scores to the group. Backwards Math can
either be played round by round (ie. there's an individual winner for each round separate from other
rounds), or a cumulative score can be kept to have one overall winner at the end of the game.
Option: For easy assessment, have students work in teams. One partner verifies the solution of another
student. If they believe it’s correct, they record it on the chart. If another team proves them wrong, that
team gets two points and the incorrect solution is erased.
Backwards Math: Four 4s Challenge
Simply Great Math Activities: Number Sense ©Teacher to
Teacher Press Fulton and Lombard
The graphic on the right shows 10 different ways to use four
4’s to create expressions equaling one. In them we see
parentheses, place value, decimals, square roots, exponents,
and more. Factorials and the greatest integer function could
also be used to give students a richer experience.
As students find ways to combine fours, their number sense
deepens and their creativity increases.
The next step extending this activity
might be looking for 10 ways to use four
4’s to create expressions equaling two.
As students gain confidence in their
math skills they are willing to explore
new and novel combinations of numbers and their numerical
flexibility improves. This is great news for teachers as our
students are increasingly required to be able to see and
68
explore algebraic expressions. Give this a try and marvel at the amazing expressions your students will
create.
Tip: Have classes compete against one another. Assign fours to one class, fives to another, sixes to the
next and so on.
Materials:
 paper
 calculators
 printouts
 pencils
 butcher paper
Again, tell the students that today’s math will be backwards. You will give them all the answers.
However, tell them that they must come up with the correct problem to the answer, but in this
variation, the challenge is, the only numbers they can use are four 4’s.
For example, they can make a problem that produces the answer one in either of these ways:
Challenge students to find other ways to make a problem equal to one.
Next have them try to get the numbers two through ten. This will give you an opportunity to introduce
the order of operations:
a. Do work inside parentheses.
b. Solve exponents.
c. Multiply and divide from left to right in the problem.
d. Add and subtract from left to right.
For example, in this problem, solving correctly will result in an answer of 32:
An acronym for the order of operations is P.E.M.D.A.S.: “Please Excuse My Dear Aunt Sally.”
For more advanced classes, you can introduce exponents, roots, factorials, and the greatest integer
function. Some examples of these are given below.
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Have the students number a piece of paper one through one hundred (or whatever range you desire, ex.
to 40). Note: people have managed to do this for 1000s of numbers!) Allow students to make up
problems and write them on the paper by the correct answers. Share these with the whole class to get
them started. Keep a classroom sample chart up on the wall with correct problems for each solution 1100 as they are found and verified. Students can volunteer solutions to various answers. Write them on
the board and have the class verify them. Those that work can stay on the list or chart. You may wish to
include multiple solutions to some answers.
You may wish to have students work in teams of three or four. This project will take more than one day.
Even advanced students will have difficulty finding all 100 answers in a week. Option: You might prefer
to ask them to do ten problems per session.
Discuss with students, if you erased the four 4’s in a problem and substituted four 5’s, would any of
them have the same answer? Why or why not?
Would four 9’s be easier or more difficult to use? Why?
How many problems can you write that will have a solution of 1?
Extension: This assignment can be repeated
and/or modified using four fives, four sixes, and so on.
Some numbers will provide greater difficulty. For example, while 44 is usable in some problems, 88
rarely is since it is too large a number. However,
Note: For those teachers, ONLY, not students, that need a bit of help, some hints may be found here…
http://www.wheels.org/math/44s.html and here http://www.mathsisfun.com/puzzles/four-fourssolution.html
Have students brainstorm a creative way of presenting their upside and backwards math/four fours in
“photo”/poster format. Have students use materials such as colored poster paper, construction paper,
markers, scissors, and other supplies provided to create a neat finished product. You may wish to have
the poster size fixed, to limit size. Don’t give out the art supplies until they are 3/4 finished with their
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numbers and have an initial outline of their poster. Students can present their four fours in a variety of
ways and allow groups to present their posters to the class.
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72
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What’s the Number?
Create this game by using the famous "Guess Who?” Game
(or the included printable board).
Students must find the hidden number. Kids ask questions
like Is the number greater than/less than....? Is the number
between ___ and ___? Is the number in the tens place
____? etc. No two questions in a row can make the same
comparison. Or students may ask in number sentences- - Is
the number 5+1?
Game 2: This time, the target student numbers, eg 6 . It is a
question by stating a number sentence. So here: Is the
hidden number is 5 + 1, 7-1 or 3 + 3 ...? etc. Or, to work
multiplications: 2 X 3 (you cannot put that in this case the
numbers corresponding to the multiplication result you
want to work).
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What Number?
Earthquake
Draw a 5 by 5 grid on the whiteboard and
label each column from A to E and each
row 1 to 5. Each team chooses a square, say
“A5”; you ask a question you have
previously prepared. Before starting the
game choose three squares that won’t have
any questions, and when a team chooses
one of these, tell them an earthquake has
just swallowed up some of their points–
deduct 5 points.
Writing Race
This game is similar to the race mentioned above but in this case students race to the board to write a
letter, a word, or a complete answer to a question. You can have each student write the complete
answer or play it like a relay race where each student in the team only writes one word, then races to
pass the marker to a teammate who must write the next one, and so on.
Connect 4
When reviewing any concept or practice exercise, allow students to work individually on the assignment
questions and concepts you’re practicing, ex. times tables, definitions, vocabulary. Then, split them into
two or three groups (three groups is the ideal number for this game, although four groups is possible).
Give students time to discuss their answers and instruct them to have only one answer for the entire
group.
1. While the students are checking their answers with each other, draw a grid that is at least 5
rows x 5 columns on the board. Although you could have a slightly larger grid if needed, smaller
grids won’t work as well.
2. Inside each box, write the number of a question (they don’t necessarily have to be in numerical
order). If you have more than 25 questions, you can leave some questions as “bonus” questions,
or draw a larger grid; if you have less than 25 questions, you can put up 12 “question” boxes
where students must answer questions, and 12 “explanation” boxes where students explain
why the answer is correct (this set up works great for error correction sentences), and a free
space.
3. Explain to the students that the object is to answer four connected questions in a row, column,
or diagonal line.
4.
Allow them a few minutes to plan a strategy of which four questions they would like to answer.
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5.
Start with one group and allow them to choose one question to answer. If they are correct, they
get their team’s initials in the space.
6. If they are incorrect, the space remains open for another team to answer.
7. Then, the second team chooses a space.
8. Remind the teams that they should play offensively to fill as many spaces as quickly as possible,
but they should also consider choosing questions to “block” their opponents.
9. The first team to connect four spaces wins!
If you have extra questions, these would work well as bonus questions. Have the numbers listed on the
board outside of the grid, and tell students that if they choose to answer one of those questions, they
can erase an opposing team’s initials from any box. To put their own initials in the box, they must wait
for their turn to come again and answer a different bonus question.
Human Tic-Tac-Toe
Another interactive game to play with students is Tic-Tac-Toe. This game could work well with reviewing
questions previously done with students, or this could be done by writing review questions the students
haven’t seen yet. To set up this game, choose or arrange nine desks, sheets of paper, or other form of
marker in the middle of the room in a 3x3 grid. Draw a 3x3 tic-tac-toe grid on the board as well to help
students visualize the set up. Divide students into two teams and have them stand on opposite sides of
the classroom (or sit in any extra desks off to the side that you may have).
Explain the strategy of tic-tac-toe to your students, and inform them that since the middle space is the
best location, that is where the hardest question will be, the corners will be medium difficulty questions,
and the middle-outside locations will be the easiest questions. It’s helpful to number the grid on the
board 1-9 so students can choose questions easily.
How to Play:
1. The first team nominates one student to choose a spot on the board based on which location
the team wants and how difficult of a question they would like to answer.
2. Tell the student to stand by the chair that (s)he wants.
3. Walk over to the student and show the question written on the note card, and set a time limit
for that student to answer the question. Instruct the class that only that student may answer the
question; the teammates cannot help. If the student answers the question correctly, they may
sit and remain sitting in that spot. If the student answers the question incorrectly, they return to
their team. You can either use the same question again for that chair, or have a new
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replacement question for someone else to try. (I prefer having replacement questions as it can
be too easy if students know the question in advance). The game continues until a team has
three members sitting in a winning format.
It’s a good idea to have enough questions prepared to play at least three rounds as students get very
competitive with this game.
Brilliant! Buzz!
There are several different ways to play the Brilliant Buzz Review Game. This game can be used to
review questions from any subject.
Each student will need two cards- a brilliant card and buzz card or students can play in small teams. In
that case, each team will need two cards- a brilliant card and a buzz card.
Game Option 1: Read statements that cover the material from your unit. If the students think the
statement is true- they will hold up a “brilliant card.” If they think it is false, they will hold up a “buzz
card.”
Example: There are three states of matter-solid, liquid, and syrup. Students should hold up a “buzz card”
because this statement is false. If you would like, students can keep a post-it note or small marker
boards on their desks to tally points correct.
Game Option 2: This is played just like Game Option 1, except the students play in teams of 3-4 students
and discuss the statement before holding up a card. Students can keep a tally for each point earned.
Game Option 3: With this version you can ask questions from your unit. You can call on a student or
team and have them answer the question. The other students or teams can decide if they agree or
disagree with the given answer. If they agree, they will hold up the “brilliant card”. If they disagree, they
will hold up the “buzz card.”
Typically a scoring method for this option isn’t used unless the students are divided into teams.
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Brilliant!
Brilliant!
Buzz!
Buzz!
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Brilliant!
Buzz!
Hit or Miss
Materials:







Review Categories chosen and prewritten on cards by Instructor
A dice with stickers marked HIT, MISS, or Jester
A 45 second timer (ex. sand clock from a game)
Small pads of paper
Pencils
Optional: Double sided Hit or Miss cards for each player (Print out the included cards, cut them
out fold them in the middle and glue or tape them together.)
Score Pad
Hit or Miss is played in rounds equal to the number of players. A different player acts as the leader each
round. Before playing it’s a good idea to decide and agree on how strict to be about the exactness of
matches (i.e., are synonyms acceptable?)
1. A card is selected by the Leader.
2. The timer is turned over by another player. Inevitably someone shouts out "Go."
3. Students rush to write down as many items as possible that fit under that category...
4. When time is up (Inevitably someone shouts out... Time's up!) and all must STOP writing.
Scoring a Round
Starting with the Leader and moving to the left, each player takes a turn rolling the HIT or MISS die and
following one of three possible outcomes:
NOTES:
 In a 3 or 4 player game, each player takes 2 turns.
 A player may only read an item from their list that has NOT already been read by another player.
 If an item is given that a player believes does not fit the category a discussion should take place by
all players regarding the validity of the item and all players then vote whether or not to accept the
answer. Majority rules. A tie goes to the challenged player.
1. If you roll a HIT, circle an item on your list that you think man other players also wrote and read it
aloud to the group. The other players respond by saying HIT or MISS. Score one point for each HIT
and write the total next to the circled item. Each player who had a HIT also circles the item, and they
score 1 point.
2. If you roll a MISS, circle an item on your list that you think no one else wrote and read it aloud to the
group. The other players respond by placing their HIT or MISS cards up HIT side up if they have a
match and they did write it or MISS-side-up if they don’t. Score 1 point for each MISS and write the
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total next to the circled item. Players with MISS cards don’t get any points but any player with a HIT
(that did write it) circles it and gets 3 points for hitting on a miss!
3. If the dice lands on "Jester," the player may choose "HIT "or "MISS" with the selection governed by
how he/she felt about the category. First announce “HIT” or “MISS” to the group and then follow
the directions above based on their choice.
After everyone has taken turns, all players total their scores for that round and announce them to the
scorekeeper. Start a new round with the player to the LEFT of the Leader as the new Leader. Play
continues as described above.
Ending the Game:
The game ends after each player has had one turn as Leader. In a 3 or 4 player game, each player will be
the Leader twice. The Player with the most points wins.
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Miss!
Miss!
Miss!
Hit!
Hit!
Hit!
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Here's a basic board pattern for use with your review games!
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Bounce Back
Here is how it works: Divide the class into two groups. Have the students organize their groups so that
each student has a number. Then ask a question of the first student in group A.
That student can answer for 5 points or he/she can bounce the question back to student 1 in group B.
The student in Group B (student 1) will either answer for 5 points or bounce it back to student 1 in group
A.
If student 1 gets it right they get 10 points. Then the challenge went to the 2nd student in each group –
but group B got to start the next time. The kids love the game because they get to take chances, trying
to earn more points by “bouncing” the questions back.
Bluff
Again the class is divided into two groups. The teacher takes turns giving each group a question. When
the teacher gives a question to group A, all the students who think they know the answer stand up.
Then, the students in group B get to decide which of the students in group A should answer the
question. If the selected student can answer the question, that group gets as many points as the number
of people who stood up, but if the student cannot answer the question, then group B gets to answer
(any student in that group can answer) and group B will get the same number of points. The fun part of
this game is that student try and bluff the other team into thinking that they know the answer so they
can push their points up! The teacher then alternates the teams who get to answer the question first.
Sixes
It requires 1 die per group of kids (6 kids works well), 1 pencil, and a piece of paper. The die is passed
around the group and each person rolls, trying to get a six. The person who rolls a 6 takes the paper and
pencil from the middle and starts writing the numbers 1-50 on a piece of paper (1, 2, 3, 4...). This person
continues to write while the rest of the group passes the die still trying to roll a 6. When another person
rolls a 6 they get the paper and pencil and begin where the last person left off in writing the numbers to
50. This continues until someone writes the number 50 and is declared the winner. It doesn't matter
that the person before them wrote 1-49 and they only wrote the 50. The game sounds like it wouldn't
be interesting but my kids LOVE to play. We have made it harder and more educational by having the
kids write multiples of 2 up to 100 or 3's up to 150. My kids think it is a brand new game when we play
4's instead of 6's.
Checker Challenge
Take black and red checkers, place in small, solid color bag. Have students form 2 teams. Ask question. If
student answers correctly, they get to pick a chip from the bag. BEFORE they pick the chip, they have to
decide whether to apply points to their own team or to the opposing team (black chip is +2, red chip is 2). First team to reach 20 points is the winner.
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Walking Flashcards Relay
Some students learn best when engaged in kinesthetic activities that give them the opportunity to get
out of their seats and move around. To create this game for your students, write key terms, questions,
or problems in large print on index cards. On a separate set of index cards, write the definitions or
answers with which those terms could be matched. Tape the term cards to one classroom wall, and the
definition cards to an opposite wall.
When students arrive in class, divide them into two teams. Line each team up in the center of the room.
Tell the students that, when you say go, one member from each team will run to the term wall and
select a term card. The team member must then run to the definition wall and select the card that
matches with the term card they picked. Once the team member has selected two cards, he must take
them to the teacher. If the match is correct, the next takes their turn. If the match is incorrect, the team
member must go back and try to find the correct definition. The team with the most correct matches at
the end of the game wins.
AArgh-rithMetic
The leader will determine what math facts the students are working on. The leader will clear the room
to allow students to run to the black board. Students are placed into teams and move to the side of the
room opposite the black board. Each time will need a different color marker.
Instructions
The teacher places the students into teams and says, “The name of the game is AARGH-rithmetic. I will
call out a math problem and one person from your team will race to the board and write the correct
answer on the board. We will continue until each person has had a chance to answer one question.”
Rules/Directions
1. Leader will call out a math problem: multiplication, division, addition, or subtraction.
2. The first person on each team has to run to the board and answer the question.
3. The first team to correctly answer the question gets the point.
4. The marker is passed to the next person and another math problem is called.
5. The process continues for approximately 10 minutes.
6. The team with the most points wins the game.
7. The leader can subtract points from a team if a teammate calls out the answer.
Variation(s)
1. Have partners go up to the board.
2. Use spelling words.
Divide & Conquer
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Rules/directions:
1. Students should line up with their group with plenty of room to move forward.
2. Leader will state a type of movement. For example: walking lunge, gallop, jump, or skip, etc.
3. Leader will then ask a division question (e.g., 100/10 = 10).
4. Group works together to figure out the answer.
5. The answer to the question is the number of movements the students will perform. If the answer is
10, students perform 10 movements (e.g., 10 walking lunges).
6. Students come back to the start position after each question.
Variations:
1. Use addition and subtraction.
2. Use partners instead of groups of 4.
Suggestions:
1. For multiplication, a large space is needed.
2. Students can use different movements to come back to the leader between questions.
Down with Digits
Preparation
The leader labels four small signs in the following sequence and posts in the corner of the classroom.
 Sign 1 – 1 and 2 (walk)
 Sign 2 – 3 and 4 (march)
 Sign 3 – 5 and 6 (skip)
 Sign 4 – 7, 8, and 9 (slide)
Instructions
The leader gets the students together in the middle of the room and says, “The name of this game is
Down With Digits. There are four signs in different parts of the room, labeled with different numbers
and movements. I will write a number on the blackboard/poster board and ask a question about it.
When you think you have the correct answer, move toward the sign that has the correct answer while
performing the movement that is written on that sign.”
Rules/Directions
1. Leader will write the number on the blackboard/poster board and ask the question.
 Given the number 2,438, which number is in the tens place? 3 (march)
 Given the number 1,507, which number is in the ones place? 7 (slide)
 Given the number 2,678, which number is in the hundreds place? 6 (skip)
 Given the number 54,678, which number is in the thousands place? 4 (march)
 Given the number 8,762, which number is in the ones place? 2 (walk)
 Given the number 977,234, which number is in the ten thousands place? 7 (slide)
 Given the number 23,867, which number is in the tens place? 6 (skip)
2. The students use different locomotor skills (indicated on the signs) as they move to the corresponding
signs.
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Variation(s)
Use a variety of locomotor and nonlocomotor skills.
Locomotor skills
nonlocomotor skills
Walk skip
knee lifts boxing
March slide
kicks jumping jacks
Jog hop
soccer kick squats
Step touch jump
twist
Suggestion(s)
1. This activity can be used in other academic content areas as a review.
2. Usually four signs placed in different parts of the room are enough, but sometimes three or more
signs are appropriate, depending on the curriculum.
Reflection(s)
1. The leader can review the place values of numbers.
2. The leader can review the difference between a noun, verb, adjective, and pronoun, etc.
The leader labels four small signs in the following sequence and posts in different parts of the room.
Leader should review the signs before starting.
Sign 1 – noun (walk) Sign 2 – verb (March)
Sign 3 – adjective (skip) Sign 4 – pronoun (slide)
Jumping Jack Flash
Preparation:
Prepare large cards or posters with
numbers on one side and
different mathematical
equations that will equal
the number on the back
(e.g., 9 on the front and 3
x 3, 4 + 5, 18 ÷ 2, etc. On
the back).
Rules/directions:
1. The Leader will begin by holding
up a card with the number facing the students.
2. Each set of partners will then decide how they will calculate the number by jumping
rope and using the appropriate mathematical function (i.e., add, subtract, multiply, or
divide).
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3. After both members have jumped rope the team will shout out the function they used to calculate
the number.
For example if the number is 15 one student may jump rope 5 times and the other student jump rope
three times. Then both teammates would shout “Multiply”.
Variation(s):
Game can be done with more students in each group, but each student must jump some to get to the
number flashed using multiple operations (e.g., 9 = 3 x 2 + 3).
North, South, East, & West
Rules/directions
1. Create a list of cities located in this state.
2. Once the city has been identified, also note in which direction the city is
located from your current location.
3. Write or type out signs that read: north, south, east and west
4. Place one sign on the wall on each wall of the room.
5. Students would then gather in the middle of the area.
6. The leader would call out a city.
7. The students would then guess, by running to the appropriate sign that corresponds to the direction
that city located.
8. Students then come back to the middle of the room using a bear crawl.
Variation(s)
1. For older students, you could use countries and compare where that country is located compared to
another country.
2. States can also be used.
3. Use different movements for each direction.
Trashketball
Play review basketball with your class. Divide the class into two teams and put lines on the floor at one
end of the room marked 10, 20, 30. Put an empty trash can at the other end of the room. Teams line up
on different sides of me and take turns answering questions. If the answer is correct they get 10 points
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and can shoot for additional points. If they make it they get the number of points on the line in front of
their front foot. If not they go to the end of the line.
Hoop de Loop
This game involves paper airplanes and a hula hoop. Have each student make a paper airplane. (If a
student tosses his plane before the game starts - he's out. They won't do it. They want to play.) Line the
students up, sitting on the floor. They should be holding their airplane. Starting with the first student,
ask them any review question you can think of. If they get the answer correct, they get to try to throw
their plane through the hula hoop that you hold up in front of them. If they get the answer right AND get
their plane through the hoop, they score one point. (Someone needs to keep a tally on the board.)
Student with most points wins a prize.
This works with approx ten students. For larger classes, split them up into teams and have them take
turns.
Anyone Who?
Go through the review materials and pulled out key questions. Ex. In social studies it might be events,
people and facts from the current chapter.
Formulate review questions such as: “Anyone who knows who Jefferson Davis was.” “Anyone who knows
the outcome of the treaty of Guadalupe Hidalgo.” “Anyone who knows what the Pickwick Papers
where.“ “Anyone who can name the confederate states.” Write them on index cards and place them on
the question asking spot.
In the traditional version of this game the question asking spot is the middle of the circle (there is one
less spot marker than people playing). The person in the middle asks the question and or would be the
one to answer. Because this can be very intimidating to some participants you instead create a bright
colored spot on the perimeter of the circle next to everyone else that is the “question asking spot” or
“hot spot”. So, when a question is asked (by the teacher) everyone who knows the answer or agrees
with the statement or has had the experience (depending on how you play) moves. Whoever ends up on
the hot spot gets to answer!
It works not only as an active review method but also can lead to engaging conversation, application of
the subject material and served as a formative assessment.
Scholarly Squares
In a spin-off from television's "Hollywood Squares," teams of students select "stars" from among their
peers and agree or disagree with their responses to review questions in order to achieve three X's or O's
in a row.
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Materials:

review questions and answers

nine sheets of plain paper

marker

stapler
In the pattern of the television program "Hollywood Squares," this review game calls on students to play
the roles of "stars" and team members as they try to obtain three X's or O's in a row. In preparation for
the game, select several review questions with answers.
Fold in half a sheet of heavy construction paper or oak tag. Open up the sheet and draw in big X in one
section of the folded page and a big O in the other. Do the same thing with eight (8) additional sheets of
paper. Place those sheets on nine desks arranged in a square of three rows of three desks each. The
blank side of each paper shape should be displayed in front.
As questions are answered, the persons ("stars") seated at the desks will fold the sheets inside-out to
reveal the X or the O.
Draw names or select nine students to serve as the game's "stars" who sit in the nine desks. Divide the
other students evenly into two teams, and choose one team to go first as "X" and the other as "O."

The first team selects a "star," and the teacher asks the chosen student a review question.

The star gives an answer.

The team members discuss the question and answer briefly, then decide to agree or disagree
with the answer.

Then the teacher reveals the correct response. If the answer is correct and the team agreed with
it or if the answer is not correct and the team disagreed with it, the "star" turns the paper on his
or her desk inside-out to reveal the "X." If the team did not agree with the star's right answer or
agreed with an incorrect answer, the star's paper remains blank.

The "O" team takes its turn and play continues
In the next game, the "O" team becomes the "X" team and goes first. You may also rotate new students
into the role of "stars."
For more fun, have students choose popular (and appropriate) personalities to imitate when they are
"stars" for a game. They could write the names of those personalities on their paper displays, so that the
teams can address them "accurately"!
Heads Up, 7 Up, Review!
Materials:
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
Review Questions
In the traditional game of "Heads Up, Seven Up," seven students stand at the front of the room while all
others close their eyes and place their heads down. The standing players roam the room, and each
chooses one seated student by gently tapping his or her head. When all selections have been made, the
seated students who have been tapped stand up. Each student has the opportunity to guess which of
the seven at the front touched his head. If the guesser is correct, he trades places with the student who
tapped him. If the guesser is wrong, he sits down.
Now take the "guesswork" out of this game and add the aspect of review. Randomly show individual
students math facts flash cards until seven of them have offered a correct answer, and send these
players to the front of the room. Announce that students at their seats should put their heads down and
close their eyes. Have the seven players make their choices among those seated; each student should
tap a seated student on the head. When the seven "tappers" have returned to their positions at the
front of the class, ask the seven students who have been tapped to stand.
Instead of asking the students to make guesses about
who may have tapped them, show each one a flash
card or ask them a question. If a student answers the
problem correctly, the child who tapped her sits
down, and she goes to the front. If the answer is
incorrect, the student remains at his seat and his
chooser stays at the front. The round is completed
when all of the tapped students have answered a
flash card and heads are put down. Then another
round begins.
Math facts aren't the only questions that can be used
with this game. Try review questions in any subject,
spelling words, vocabulary, and more!
Speed Rounds
Count the students off into groups of 3-4 students. Each group gets an answer sheet for the game (a
piece of colored paper with a letter, A, B, C, D, …) at the top. Make a “scoreboard” on the board to tally
the results of the rounds (12 in this case) that looks similar to the following:
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For each round, the students work with their group to come up with an answer they can all agree on.
Group A writes this on their answer sheet, Group B on their answer sheet, etc. If a group does not want
to submit an answer they can write “HOLD” or just hold on to their sheet for the round. When all
answers are in, put up the answer and, if necessary, work through the problem or discuss why a certain
answer is the correct one. By the end of the game, the scoreboard might look something like this:
1 vs. The Class
This game is played much like the television show “1 vs 100”. The
aim of the game is for one contestant to answer questions against
(class size) others and eventually try to eliminate them all.
Materials:

Color coded answer cards (with A, B, C, & D) or thumb cards for each of the “mob” members.
Copy templates onto colored paper (cardstock is preferred)

Review question ranging in difficulty with multiple choice answers.
Procedure:
1. Randomly select one person to be the ”one”. The rest of the class becomes the “mob”.
2. Play begins by the “one” being asked a question. The player and the mob answer using their color
coded cards displayed at the same time. Give a time limit to answer— like 15 seconds.
3. If the “one” answers the question correctly, any “mob” players that also answered correctly remain in
the game. The wrong answered players are eliminated.
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4. The next question and each succeeding question increases in difficulty. After correctly answering the
first three questions, the “one” may choose to leave the game with their acquired points only before
answering the next question. If they choose to go on and cannot answer the question then the “mob”
wins.
5. If “one” answers incorrectly, his turn is finished and the “mob” (whoever is left) wins.
6. Points are awarded from low (for the easier questions) to high (for the harder ones.) The “one”
accumulates points as he/she answers correctly. Whatever points have been accumulated when the
“one” answers the question incorrectly are split between the remaining “mob” members or awarded to
each mob member equally. The “one” receives no points.
7.Play ends when the “one” has eliminated the “mob” and receives all the points.
Note: Color coded cards or Thumb Cards for each player are a must. Students need to hold up card high
to help avoid last minute changes in the answers.
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